PS(EGS) BAHERA TOLA (TABALPANI)

PS(EGS) BAHERA TOLA (TABALPANI) was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in GHUGHRI block of MANDLA 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 4 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 38 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 and Prepared in School Premises providing mid-day meal.

PS(EGS) Bahera Tola (Tabalpani) Primary School: A Detailed Overview

PS(EGS) Bahera Tola (Tabalpani) is a government primary school located in the rural area of Ghughri block, Mandla district, Madhya Pradesh, India. Established in 1997, this co-educational institution is managed by the Tribal/Social Welfare Department and caters to students from Class 1 to Class 5. The school’s primary medium of instruction is Hindi.

The school’s infrastructure includes a government building with four classrooms, all in good condition. Additionally, there are separate facilities for non-teaching activities and a dedicated room for the teachers. While the school possesses a library with 38 books, it lacks a boundary wall and electricity. Drinking water is supplied via functional hand pumps, and sanitation is provided through one boys’ toilet and one girls’ toilet. A playground is absent from the school’s amenities. Importantly, the school does not offer computer-aided learning or have computers available for educational purposes.

Meals are provided and prepared on the school premises, ensuring students receive nutritious midday meals. The school’s academic offerings are strictly primary level (Classes 1-5), and it does not have a pre-primary section. The school operates on a standard academic calendar, with the session commencing in April. Accessibility is ensured through an all-weather road leading to the school.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to its students. The absence of female teachers, a pre-primary section, and computer facilities highlights areas where resources could be further developed. This lack of additional resources also extends to the absence of ramps for disabled access, reflecting a need for future infrastructural improvements to promote inclusivity.

The school’s management, under the Tribal/Social Welfare Department, plays a critical role in overseeing its operations and ensuring the well-being of its students. The school’s location in a rural setting underscores the significance of its role in providing educational opportunities to children in the community.

The available library resources, although limited, demonstrate a commitment to fostering literacy and a love of reading. The school’s dedication to providing mid-day meals further highlights its commitment to student well-being, ensuring that students have access to proper nutrition to support their learning.

Despite the limitations in resources, PS(EGS) Bahera Tola (Tabalpani) plays a vital role in the community. Its enduring presence, since 1997, testifies to its importance in providing essential primary education to children in the rural area it serves. Future development plans could focus on expanding infrastructure, increasing resources, and incorporating technology to enhance the learning experience.

The school’s location, accessibility, and commitment to providing meals are key strengths contributing to its continued success. Future improvements could prioritize the addition of a boundary wall, electricity, and computer-aided learning to further enrich the educational environment.

The lack of female teachers presents an opportunity for future recruitment efforts, aiming to create a more balanced and representative teaching staff. The provision of ramps for disabled children would also enhance inclusivity and ensure equal access to education for all students. The school’s management actively works within the community and could seek further engagement in securing additional support for infrastructural enhancements.

In conclusion, PS(EGS) Bahera Tola (Tabalpani) is a crucial educational institution providing primary education to the community. By addressing the identified areas for improvement, the school can enhance its educational offerings and further benefit the children it serves. The school’s continued success depends on the collective efforts of the community, the management, and relevant educational authorities.