PS(EGS) TIKRA TOLA (SAHJAR)

PS(EGS) TIKRA TOLA (SAHJAR) 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 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 None 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 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 (Sahjar): A Rural Primary School in Madhya Pradesh

PS(EGS) Tikra Tola (Sahjar) 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 falls under the management of the Tribal/Social Welfare Department and serves students from Class 1 to Class 5. The school’s primary language of instruction is Hindi.

The school building is government-owned and comprises three classrooms, all in good condition. While lacking electricity and a playground, the school does possess a library containing two books and separate facilities for the head teacher. Sanitary facilities include one boys’ toilet and one girls’ toilet. The school’s boundary wall is described as “Pucca But Broken,” indicating a need for maintenance. Importantly, the school provides mid-day meals prepared on the premises.

The school’s infrastructure highlights a focus on basic education. The absence of computer-aided learning and computers themselves points towards a reliance on traditional teaching methods. The lack of a pre-primary section also indicates the school’s focus on elementary-level education. The school’s drinking water source is currently unavailable, representing a significant area for improvement.

A single male teacher currently serves the student body. The school’s academic focus is solely on primary education (classes 1-5), with no higher secondary education offered. The school’s management structure suggests a strong connection to the local community and government initiatives in providing education in this rural area.

The school’s location in a rural setting underscores the challenges and importance of providing educational opportunities in underserved regions. The absence of certain amenities highlights potential areas for future development and investment to enhance the learning environment and student well-being.

The school’s relatively modest infrastructure and resources demonstrate the realities of education in certain rural communities. The lack of computers and electricity underscores the need for continued support and development to integrate technology into the curriculum.

The school’s commitment to providing a mid-day meal indicates a focus on addressing student nutritional needs alongside education. This shows a holistic approach to child development, acknowledging the importance of addressing both academic and physical well-being.

The school’s management by the Tribal/Social Welfare Department shows government support for education in marginalized communities. The provision of basic facilities like toilets and a library demonstrates a commitment to creating a functional and safe learning environment despite resource limitations.

The physical aspects of the school, while needing some maintenance, still support basic learning. The presence of a functional head teacher’s room emphasizes the administration’s importance in the smooth functioning of the school. The lack of ramps highlights a need for accessibility improvements for students with disabilities.

Future improvements to PS(EGS) Tikra Tola (Sahjar) could focus on improving the infrastructure, installing electricity and computer-aided learning facilities, providing access to clean drinking water, enhancing the library resources, and adding a playground to create a more holistic and well-rounded learning experience for its students.