PS. (UEGS) BARADI KA KHEDA (KURLASI) (1 TO 5)

PS. (UEGS) BARADI KA KHEDA (KURLASI) (1 TO 5) was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in GAROTH block of MANDSAUR 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 a playground. The school has a library and has 240 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. (UEGS) Baradi Ka Kheda (Kurlasi) (1 to 5): A Rural Primary School in Madhya Pradesh

PS. (UEGS) Baradi Ka Kheda (Kurlasi) (1 to 5) is a government-run primary school located in the rural area of the GAROTH block in MANDSAUR district, Madhya Pradesh. Established in 1998 under the Department of Education, this co-educational institution caters to students from classes 1 to 5. The school offers a Hindi-medium education, ensuring accessibility for the local community.

The school’s infrastructure includes a government building equipped with two classrooms, all maintained in good condition. While lacking a boundary wall and electricity, the school provides essential amenities such as a playground, a library stocked with 240 books, and hand pumps for clean drinking water. Importantly, ramps are available to ensure accessibility for disabled children. Toilets for both boys and girls are also available on the premises.

The teaching staff comprises one male teacher and one female teacher, dedicated to providing quality education to the students. The school prepares and provides midday meals on-site, addressing the nutritional needs of its students. This commitment to providing a well-rounded learning experience is a cornerstone of the school’s operations.

The school’s rural setting offers a unique learning environment, connecting students with their local community and fostering a sense of belonging. The lack of computer-aided learning facilities highlights the ongoing needs of the school, yet the presence of a library and functional facilities underscores the commitment to education despite resource constraints.

Accessibility to the school is ensured via an all-weather road, making it easily reachable for students throughout the year. The school’s academic session begins in April, following the standard academic calendar.

The school’s management by the Department of Education highlights the government’s dedication to providing primary education in rural areas. The school’s operational details, including the number of teachers and the provision of midday meals, highlight the dedicated effort made to ensure a functional and supportive learning environment.

The absence of a boundary wall and electric connection indicates potential areas for improvement and investment. The availability of a library and playground showcases efforts to create a holistic learning environment beyond just academics.

PS. (UEGS) Baradi Ka Kheda (1 to 5) plays a vital role in providing primary education to the children in the rural community it serves. The school’s dedication to offering a functional and safe learning environment, despite resource limitations, speaks volumes about its commitment to education.

Further improvements to the school’s infrastructure, such as providing electricity and constructing a boundary wall, could enhance the overall learning experience. Investments in computer-aided learning could also significantly broaden the educational opportunities offered.

Despite the challenges faced, PS. (UEGS) Baradi Ka Kheda (1 to 5) stands as a testament to the importance of providing quality education in rural areas. The school’s existence ensures that children in this community have access to the fundamental education they need to build a brighter future. This commitment to education, even within resource constraints, is a cornerstone of the school’s success.

The school’s success relies on the continued support of the community, government initiatives, and philanthropic endeavors. Investments in infrastructure, technology, and teacher training would greatly enhance its capabilities, allowing it to better serve the educational needs of the students and contribute further to the development of the community.