PS LOHARA

PS LOHARA was established in 1953 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in THIKRI block of BARWANI district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 3 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 50 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

PS Lohara: A Rural Primary School in Madhya Pradesh

PS Lohara, a primary school nestled in the rural heart of Madhya Pradesh, stands as a testament to the dedication to education in underserved communities. Established in 1953 under the auspices of the Tribal/Social Welfare Department, this co-educational institution provides crucial primary education to the children of the Thikri block in Barwani district.

The school’s infrastructure, though modest, serves its purpose effectively. Housed in a government building, PS Lohara boasts three well-maintained classrooms dedicated to instruction. Complementing the classrooms are additional rooms for non-teaching activities, ensuring a functional learning environment. A playground and a library stocked with 50 books provide recreational and enrichment opportunities for the students. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and hygienic learning space. Importantly, the school is accessible via an all-weather road, ensuring consistent attendance for students regardless of weather conditions.

The school’s academic program caters to students from Class 1 to Class 5, using Hindi as the primary language of instruction. A single male teacher diligently guides the students through their curriculum. While the school currently lacks computer-aided learning facilities and electricity, the availability of tap water and ramps for disabled children demonstrates a commitment to accessibility and basic necessities.

The provision of midday meals, although prepared off-site, showcases a commitment to addressing the students’ nutritional needs. The absence of a pre-primary section and the school’s non-residential nature reflect its focus on providing quality primary education within its existing capacity.

The school’s management actively strives to provide a supportive learning environment. While the school doesn’t have a boundary wall, the presence of a library and playground highlight the school’s efforts to create a holistic learning experience.

PS Lohara’s location in a rural area emphasizes the importance of its role in providing educational opportunities to children who may otherwise have limited access.

The school’s history, dating back to 1953, speaks to its enduring commitment to educating generations of children in the region.

The school’s infrastructure, while basic, meets the immediate needs of its student population.

The availability of clean drinking water and accessible facilities for disabled children underscore the school’s dedication to inclusivity.

PS Lohara’s ongoing operation, despite its resource limitations, serves as a beacon of hope, demonstrating the transformative power of education in a rural setting. Continued support and resource allocation would further enhance its ability to serve the community.