PS(EGS) TIKRA TOLA (MALI MOH.)

PS(EGS) TIKRA TOLA (MALI MOH.) was established in 1999 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in MANDLA 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 58 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) Tikra Tola (Mali Moh.): A Rural Primary School in Madhya Pradesh

PS(EGS) Tikra Tola (Mali Moh.) is a primary school located in the rural area of Mandla district, Madhya Pradesh, India. Established in 1999, this co-educational institution falls under the management of the Tribal/Social Welfare Department and caters to students from classes 1 to 5. The school’s instruction medium is Hindi, reflecting the local linguistic context. The school operates within a government-provided building, comprising three classrooms and additional space for non-teaching activities.

The school’s infrastructure includes essential amenities such as a playground and a library stocked with 58 books, fostering both physical activity and a love for reading among students. A well serves as the source of drinking water, ensuring access to clean and safe hydration for the children. Separate, functional toilets are available for both boys and girls, prioritizing hygiene and sanitation. While the school currently lacks electricity and a boundary wall, the presence of a playground and library underscores the commitment to providing a well-rounded learning environment.

Despite the absence of computer-aided learning facilities and computers, the school effectively delivers primary education. Two male teachers dedicate their efforts to imparting knowledge and shaping young minds. The school provides mid-day meals, ensuring that students receive adequate nourishment to support their learning. The school’s dedication to providing a holistic education is further demonstrated by the presence of a library and playground despite the resource limitations.

The absence of pre-primary sections or ramps for disabled children highlights areas for potential future development and improvement. The focus remains firmly on providing quality primary education within the existing resources. The commitment to providing a meal prepared on-site highlights the school’s dedication to the overall well-being of its students.

The school’s rural location underscores the importance of its role in providing educational opportunities to children in underserved communities. Its simple yet functional infrastructure reflects the realities of many rural schools in India, highlighting the need for ongoing support and development to enhance their capabilities further.

The school’s management by the Tribal/Social Welfare Department indicates a specific focus on serving the needs of the local population, reflecting a commitment to inclusivity and equitable access to education. The absence of a head teacher is noteworthy, and warrants further investigation into the school’s operational structure and leadership arrangements.

The school’s location in the Mandla block of Mandla district places it within a specific geographical context, allowing for further analysis of educational provision within that region. Its adherence to the academic curriculum, while utilizing Hindi as the instruction medium, speaks to its integration within the broader educational system of Madhya Pradesh.

The establishment date of 1999 provides a historical context for understanding the school’s evolution and potential future development. The school’s ongoing operational details, including the teacher-to-student ratio and specific curriculum details, merit further exploration to obtain a complete understanding of its educational offerings.

The accessibility of the school via all-weather roads speaks to its relative ease of access for both students and teachers. The consistent provision of midday meals contributes significantly to improving students’ attendance and overall learning experience. These features, along with the library and playground, create a positive learning environment.

In summary, PS(EGS) Tikra Tola (Mali Moh.) provides essential primary education to students in a rural setting. Despite resource constraints, the school demonstrates a dedication to delivering a quality learning experience, enhanced by the provision of midday meals and the availability of a playground and library. Future development might focus on increasing resources, especially concerning technology integration and accessibility for children with disabilities.