PS SUPARI TOLA

PS SUPARI TOLA was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JAISINGHNAGAR block of SHAHDOL 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 1 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 2 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

PS SUPARI TOLA: A Rural Primary School in Madhya Pradesh

PS SUPARI TOLA, a government primary school nestled in the rural landscape of Madhya Pradesh, India, offers a glimpse into the educational landscape of a remote community. Established in 1997 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure, though modest, provides a functional learning environment. A single classroom facilitates instruction, supplemented by two additional rooms for non-teaching activities. The provision of a library, stocked with two books, underscores the school’s dedication to fostering a love of learning. While lacking a boundary wall and electricity, the school ensures access to clean drinking water through functional hand pumps. Importantly, ramps are available to ensure accessibility for disabled children.

The school’s educational approach emphasizes Hindi as the primary language of instruction. This choice reflects the linguistic context of the community and facilitates effective communication and learning for the students. With a total of one male teacher, the school maintains a student-teacher ratio conducive to individualized attention. The school proudly prepares and provides midday meals on its premises, ensuring students receive proper nourishment to support their learning.

The presence of two functional computers, despite the absence of a dedicated computer-aided learning lab, signifies a forward-looking approach to integrating technology into education. This small investment in technology demonstrates the school’s willingness to adopt modern teaching methodologies to enhance the quality of education. The school’s commitment to inclusivity is highlighted by the availability of separate boys’ and girls’ toilets.

The school’s location in the JAISINGHNAGAR block of SHAHDOL district positions it within a specific geographical and administrative context. This placement offers insights into the distribution of educational resources and opportunities across the region. Further information about the school’s precise location can be sought from relevant government databases, which may contain the missing latitude and longitude coordinates.

PS SUPARI TOLA operates within a rural context, reflecting the challenges and opportunities inherent in delivering education in such settings. The school’s resources, while limited, are effectively utilized to provide basic education to the students. Understanding the context of this school offers valuable insights into the needs and realities of rural education in India.

The school’s status as a government institution underscores the role of the state in ensuring access to basic education. The management by the Tribal/Social Welfare Department further emphasizes the commitment to providing educational opportunities to underserved communities. This focus on marginalized communities is crucial in promoting social equity and empowerment through education.

The school’s operations, including the commencement of the academic year in April, reflect established educational norms and practices. This consistency in timing supports a structured learning environment and aligns with broader educational calendars in the region. The school’s relatively small size allows for personalized attention, a crucial aspect of effective teaching, particularly in primary education.

In conclusion, PS SUPARI TOLA stands as a testament to the dedication to providing basic education in a remote rural area. Despite limited resources, the school prioritizes accessibility, inclusivity, and a commitment to providing a nurturing learning environment for its students. The school’s story highlights both the challenges and the successes in delivering quality education within a resource-constrained setting. Further information about PS SUPARI TOLA can be accessed through the relevant educational authorities and government databases.