SETELITE SHALA AMLORI WARD 23

SETELITE SHALA AMLORI WARD 23 was established in 2008 and it is managed by the Department of Education. It is located in Urban area. It is located in WAIDHAN block of SINGRAULI 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 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 a 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 but not Prepared in School Premises providing mid-day meal.

Setelite Shala AmLori Ward 23: A Detailed Profile of a Primary School in Singrauli, Madhya Pradesh

Setelite Shala AmLori Ward 23, a government-run primary school, stands as a vital educational institution in the urban landscape of Singrauli, Madhya Pradesh. Established in 2008 under the Department of Education, it serves the community by providing essential primary education. The school’s dedication to learning is evident in its commitment to providing a foundation for young minds.

The school’s infrastructure, while functional, presents opportunities for improvement. Housed in a government building, it boasts two classrooms in good condition, suitable for its primary-level curriculum. The presence of a playground provides a much-needed space for recreational activities and physical development, crucial aspects of a well-rounded education. However, the school lacks electricity and a library, highlighting potential areas for future development and resource allocation.

The school’s academic focus is firmly rooted in primary education, catering to students from Class 1 to Class 5. Hindi serves as the primary medium of instruction, making education accessible to the local community. The school operates as a co-educational institution, providing equal opportunities for both boys and girls. Importantly, the school provides mid-day meals, albeit prepared off-premises, ensuring that students receive the nourishment needed to concentrate on their studies.

The school’s teaching staff comprises two male teachers dedicated to providing quality instruction. The school’s management emphasizes a structured learning environment, focusing on core subjects. The lack of pre-primary sections and a limited number of facilities such as computers and a library underscore the school’s needs and present opportunities for enhancing the educational experience.

The school’s physical attributes further detail its current state. The building features a pucca but broken boundary wall. Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet, demonstrating a commitment to hygiene. Critically, the school’s access to drinking water is currently nonexistent, representing a significant challenge requiring immediate attention. The presence of ramps for disabled children, however, showcases a commendable focus on inclusivity.

The absence of computers and a computer-aided learning lab presents a significant technological gap. This lack of digital resources could potentially limit students’ exposure to modern learning methodologies and digital literacy skills. Investment in technology and teacher training in this area could enhance the quality of education significantly.

Despite these challenges, Setelite Shala AmLori Ward 23 plays a vital role in the community. Its continued operation is a testament to its importance in providing basic education to the children of the area. Addressing the noted shortcomings, particularly the lack of electricity, drinking water, and a library, would greatly enhance the school’s ability to effectively educate and nurture the young minds entrusted to its care.

Community involvement and partnerships with organizations could play a crucial role in overcoming these challenges. Collaborations could help secure funding, resources, and expertise to improve the school’s infrastructure, technological capabilities, and overall learning environment.

Looking towards the future, Setelite Shala AmLori Ward 23 has the potential to become an even more effective educational institution. With targeted investments in infrastructure, resources, and teacher training, the school can continue to serve its community, empowering students with the knowledge and skills necessary to thrive.

In conclusion, Setelite Shala AmLori Ward 23 embodies the spirit of providing education in a resource-constrained environment. While challenges remain, the school’s dedication to its students and its commitment to primary education make it a valuable asset to the Singrauli community. Further support and investment will be instrumental in achieving its full potential and ensuring a brighter future for its students.