PS SALAIHAWA KAKARAHA

PS SALAIHAWA KAKARAHA was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in TEONTHAR block of REWA 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 2 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 Hand Pumps 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 no playground. The school has a library and has 23 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 Salaihawa Kakaraha: A Rural Primary School in Rewa, Madhya Pradesh

PS Salaihawa Kakaraha, a government-run primary school, serves the rural community of Teonthar block in Rewa district, Madhya Pradesh. Established in 1998 under the Department of Education, this co-educational institution provides education for students from Class 1 to Class 5. The school’s infrastructure includes two classrooms, a library stocked with 23 books, and separate functional toilets for boys and girls. The primary language of instruction is Hindi.

The school’s facilities, while basic, serve the educational needs of the local children. The classrooms are described as being in good condition, ensuring a suitable learning environment. The provision of a library, albeit small, demonstrates a commitment to fostering a love of reading amongst the students. Access to clean drinking water is facilitated by functional hand pumps, addressing a crucial need in a rural setting.

While lacking some modern amenities, the school’s location is accessible via an all-weather road, ensuring students can attend regardless of weather conditions. The school’s operational year commences in April, aligning with the typical academic calendar. The absence of a boundary wall highlights an area where improvements could be implemented for enhanced security. Similarly, the lack of electricity and a playground represent areas where future development could significantly benefit the school.

The school’s teaching staff consists of one male teacher, dedicated to providing quality education to the students. Although the school is not equipped with computers or a computer-aided learning lab, the commitment of the staff to deliver engaging lessons remains a cornerstone of the institution. The absence of a pre-primary section suggests a possible area for future expansion to cater to a wider age range within the community.

Mid-day meals are provided to the students, although these meals are not prepared on the school premises. This indicates a reliance on external sources for this important provision. The school’s management, under the Department of Education, continues to prioritize the provision of a basic but functional learning environment for the children of the Salaihawa Kakaraha village.

Despite the limitations in resources and infrastructure, PS Salaihawa Kakaraha plays a vital role in the community, providing access to primary education and contributing to the overall development of the children in the area. The school’s commitment to education, evidenced by the presence of a dedicated teacher and a functional library, deserves commendation.

The school’s location in a rural area emphasizes the importance of continued support and development to ensure that students have access to the resources necessary for a high-quality education. Addressing the lack of electricity, a playground, and a boundary wall would significantly enhance the learning environment and contribute to the overall wellbeing of the students.

Future development should consider addressing the lack of technological resources, which could greatly enhance the learning experience through the introduction of computers and a computer-aided learning lab. The implementation of such resources would allow for the integration of modern teaching methods and provide students with access to a wider range of learning opportunities.

The dedication of the single male teacher underscores the challenges faced by rural schools but also highlights the importance of investing in teacher training and professional development to ensure effective and engaging teaching practices. Continuing support for PS Salaihawa Kakaraha is crucial for its sustained success in providing essential primary education to the children of the community.

In conclusion, PS Salaihawa Kakaraha stands as a testament to the commitment to education in rural India. While lacking certain amenities, the school’s dedication to its students, along with the possibility of future improvements, presents a positive outlook for the school’s continued contribution to the educational landscape of Rewa district. Further investment and development will undoubtedly help this school thrive.