PS SUKULGAWAN BADAYA TOLA

PS SUKULGAWAN BADAYA TOLA was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in GANGEO 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 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 Pucca But Broken 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 a playground. The school has a library and has 28 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 Sukulgawan Badaya Tola: A Rural Primary School in Rewa, Madhya Pradesh

PS Sukulgawan Badaya Tola, a primary school nestled in the rural landscape of Rewa district, Madhya Pradesh, stands as a testament to the dedication to education in even the most remote areas. Established in 1998 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys.

The school’s infrastructure comprises a government building, housing three classrooms in good condition. A playground and a library stocked with 28 books offer essential recreational and learning resources beyond the core curriculum. Hand pumps provide a reliable source of drinking water, ensuring the students’ hydration throughout the school day. Separate functional boys’ and girls’ toilets address the basic sanitation needs of the students. The school building, while pucca, unfortunately has some structural issues that will eventually require repair.

The teaching staff consists of one male and one female teacher, dedicated to imparting knowledge using Hindi as the primary instruction medium. The school’s rural setting presents a unique educational landscape, offering students a connection to their surroundings and local culture. The lack of electricity is a significant challenge, hindering access to modern teaching tools and resources. The absence of computer-aided learning and computers for students highlights the disparity that exists between more advanced schools in urban areas and those in rural regions.

Meals are provided to the students, though they are not prepared on the school premises. This arrangement emphasizes community involvement in ensuring the well-being of students. The absence of pre-primary classes indicates a focus on primary education. The school’s location, accessible by all-weather roads, ensures accessibility for students regardless of seasonal conditions.

The school’s operational model adheres to a standard academic calendar, starting the academic session in April. The lack of ramps indicates a need for future accessibility improvements. The school’s management, under the Department of Education, actively works to improve and expand its facilities. The administration also strives to overcome the challenges presented by its rural location and the absence of certain modern resources.

The absence of pre-primary sections and advanced classes, up to the 10th grade, underscores the limitations of the school’s current structure and suggests a need for possible expansion to serve more students and their educational aspirations in the years to come. The commitment of the teaching staff and the provision of basic facilities show a strong focus on delivering quality primary education.

The school’s location in a rural area showcases the broader reach of the Indian education system, emphasizing the government’s efforts to extend educational opportunities to all regions. The need for electricity and computer-aided learning points to areas where improvements could significantly enhance the learning experience.

Future improvements to the school might include the addition of computer labs, improvements to electricity supply, the installation of ramps for disabled children, and possibly expansions to accommodate more students and higher grade levels. Despite its challenges, PS Sukulgawan Badaya Tola remains a cornerstone of education within its community.

The school’s dedication to providing basic educational needs, such as textbooks and classroom facilities, demonstrates the dedication to educating children from a young age. The provision of mid-day meals is another example of the holistic approach to education, addressing both the academic and nutritional needs of students.

In conclusion, PS Sukulgawan Badaya Tola serves as a vital educational institution in its community, fulfilling a critical role in shaping the future generations. While it faces challenges, its ongoing operation and commitment to learning highlight the importance of access to primary education in even the most remote areas of India. Efforts to address the lack of electricity, computer facilities, and ramp access would significantly enhance the quality of education provided at this important rural school.