SETELITE CHANGODIYA F PHATA

SETELITE CHANGODIYA F PHATA was established in 2008 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in ALIRAJPUR block of ALIRAJPUR 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 N/A 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 no library and has 0 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.

Setelite Changodiya F Phata Primary School: A Detailed Overview

Setelite Changodiya F Phata Primary School, located in the rural area of Alirajpur district in Madhya Pradesh, India, is a government-run co-educational institution established in 2008 under the management of the Tribal/Social Welfare Department. The school caters to students from Class 1 to Class 5, offering primary education only. Instruction is primarily conducted in Hindi.

The school’s infrastructure comprises a government building featuring three classrooms, all in good condition. While there are two additional rooms for non-teaching activities, the school lacks a dedicated library, playground, and computer-aided learning facilities. The absence of these resources highlights the need for further development and investment in the school’s educational infrastructure.

In terms of sanitation, the school provides one functional boys’ toilet and one functional girls’ toilet, meeting the basic needs of the students. However, the lack of a ramp for disabled access indicates a need for improved accessibility features to ensure inclusivity for all students.

The school operates without electricity, posing challenges to teaching and learning, particularly in the evenings. Furthermore, the absence of a reliable source of drinking water presents another significant obstacle to the school’s overall functioning. These deficiencies underscore the need for immediate improvements in the provision of essential utilities.

The teaching staff consists of one male teacher and one female teacher, totaling two teachers. While midday meals are provided and prepared on-site, ensuring that students receive adequate nutrition, the school’s educational resources are limited. The absence of a pre-primary section limits access to early childhood education for younger children in the community.

The school’s location in a rural area poses both advantages and challenges. While it serves a vital role in providing education to children in a remote setting, access to resources and connectivity can be limited, influencing the quality of education. This warrants attention to ensure the school receives appropriate support.

The school’s operational status remains stable, despite the challenges. Continuous improvement efforts are necessary to address the current limitations and improve the overall quality of education provided.

Future development plans should prioritize improvements in infrastructure, particularly the installation of electricity and a reliable water supply, as well as the addition of a library, playground, and computer lab to enhance the learning environment.

Addressing the accessibility challenges, such as the lack of a ramp for disabled children, is equally crucial to fostering an inclusive and welcoming atmosphere for all students. Providing additional training and professional development opportunities for teachers is also essential in enhancing the overall quality of education.

The Setelite Changodiya F Phata Primary School plays a vital role in providing education to children in a rural setting. However, significant investments in infrastructure, resources, and teacher training are necessary to address the existing limitations and improve the educational outcomes for the students. This improvement will help to prepare students for future success.