PS(EGS) KUNDA TOLA (TABALPANI)

PS(EGS) KUNDA TOLA (TABALPANI) was established in 1998 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 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 40 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) Kunda Tola (Tabalpani) Primary School: A Detailed Overview

PS(EGS) Kunda Tola (Tabalpani) is a primary school located in the rural area of the GHUGHRI block in MANDLA district, Madhya Pradesh, India. Established in 1998, this co-educational institution is managed by the Tribal/Social Welfare Department and caters to students from Class 1 to Class 5. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes a government-provided building with two classrooms, all in good condition. Additional rooms are available for non-teaching activities, and a separate space is designated for the teacher. While the school boasts a library containing 40 books, it currently lacks a boundary wall and electricity. However, it does provide access to clean drinking water through functional hand pumps and features separate functional boys’ and girls’ toilets. A playground is absent from the school’s amenities.

Accessibility is ensured through an all-weather road, facilitating ease of access for students and staff. The school follows an academic calendar commencing in April. The absence of a pre-primary section and computer-aided learning facilities should be noted. The school is not residential.

The school’s teaching staff consists of one male teacher. The school prepares and provides midday meals on the premises. Notably, the school does not possess computers or ramps for disabled access.

The school’s location in a rural area underscores its vital role in providing education to the local community. Its relatively small size and basic infrastructure reflect the resource constraints faced by many schools in similar settings.

Despite these limitations, the provision of a library, functioning toilets, and a midday meal program demonstrates a commitment to providing a holistic educational experience. The school’s management aims to nurture a supportive learning environment.

PS(EGS) Kunda Tola (Tabalpani) serves as a valuable educational resource for the children of Kunda Tola (Tabalpani) village and the surrounding area. Its continued operation highlights the importance of providing basic education even in remote locations. The commitment to providing midday meals emphasizes the recognition of the need to support students beyond academic instruction.

The school’s reliance on a single male teacher highlights a potential need for additional staffing to ensure optimal learning outcomes. Further investment in infrastructure, including electricity and a boundary wall, would significantly enhance the school’s functionality and safety.

The absence of computer-aided learning and a playground indicates areas where future improvements could enrich the student experience. However, the presence of a library, even with a limited collection, promotes literacy and provides access to resources.

The school’s history reflects the ongoing effort to provide educational opportunities in underserved areas. The dedication of the teaching staff and the support provided by the Tribal/Social Welfare Department are crucial factors in the school’s success. Looking ahead, further development and support would help the school better serve the educational needs of its students.