SETELITE SHALA BAIRI KADIYA

SETELITE SHALA BAIRI KADIYA was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in CHITARANGI 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 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 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 Shala Bairi Kadiya: A Rural Primary School in Singrauli, Madhya Pradesh

Setelite Shala Bairi Kadiya, a government primary school, serves the rural community of Chitarangi block in Singrauli district, Madhya Pradesh. Established in 2009 under the Department of Education, this co-educational institution provides education for students from classes 1 to 5. The school’s primary language of instruction is Hindi, catering to the local linguistic needs of the student population.

The school building itself is a government structure, featuring two well-maintained classrooms dedicated to teaching. While lacking a boundary wall, the school offers essential amenities, including separate functional boys’ and girls’ toilets, and access to drinking water via hand pumps. The school’s location ensures accessibility via all-weather roads, facilitating consistent student attendance.

Focusing on the academic aspects, the school’s curriculum encompasses the core subjects for primary education. The school’s operational model prioritizes the well-being of students by providing midday meals prepared on the school premises. The school’s operational hours adhere to the standard academic calendar, commencing in April.

Despite its dedication to providing quality education, the school faces infrastructural challenges. The absence of a boundary wall, electricity, a library, a playground, and computer-aided learning facilities highlights the need for further development and resource allocation. This lack of resources may impact the school’s ability to fully engage students and provide a more holistic learning experience.

The school’s staff comprises a single male teacher, highlighting the critical need for additional teaching personnel to effectively manage the student population and provide individualized attention. The absence of female teachers, pre-primary sections, and computer labs also present opportunities for expansion and improvement. These areas require immediate attention to enhance the educational opportunities available to the students.

The school’s management is committed to providing a safe and nurturing learning environment. The functional toilets, clean drinking water, and midday meal program underscore this commitment to student welfare. However, addressing the aforementioned infrastructure gaps is crucial for enhancing the quality of education and expanding the school’s capacity to better serve the community.

Further investment in the school’s infrastructure, including the construction of a boundary wall, electrification, the establishment of a library and playground, and the introduction of computer-aided learning, would significantly enrich the educational experience for the students. Additional teaching staff, especially female teachers, would enhance the learning environment and cater to the diverse needs of the student body.

Improving the facilities at Setelite Shala Bairi Kadiya would also contribute significantly to the overall development of the rural community by empowering its young learners. Increased resources would create a more stimulating learning environment, which can positively affect student academic performance and overall well-being.

The school’s relatively small size and single male teacher highlight the need for focused support from local authorities and educational organizations. Addressing these infrastructural and staffing limitations is crucial for ensuring that Setelite Shala Bairi Kadiya can provide its students with a comprehensive and enriching primary education.

In conclusion, Setelite Shala Bairi Kadiya, despite its limitations, serves a vital role in providing primary education to a rural community. Targeted investments in infrastructure development and staffing would significantly enhance its educational capabilities, empowering students and contributing to the growth of the region. The school’s commitment to providing meals underscores its dedication to student well-being, while the lack of certain facilities highlights areas ripe for improvement and future development.