UEGS ADI BAS KABIR KHEDI

UEGS ADI BAS KABIR KHEDI was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in SHIVPURI block of SHIVPURI 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 None and it is functional. The school has 0 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 22 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.

UEGS ADI BAS KABIR KHEDI: A Rural Primary School in Madhya Pradesh

UEGS ADI BAS KABIR KHEDI is a government primary school located in the rural area of SHIVPURI district, Madhya Pradesh, India. Established in 1998, this co-educational institution is managed by the Department of Education and caters to students from Class 1 to Class 5. The school’s primary language of instruction is Hindi, providing a foundational education to the community.

The school infrastructure comprises a government building with two classrooms, all in good condition. While lacking a boundary wall and electricity, the school boasts a library containing 22 books, offering valuable supplementary learning resources for its students. The school’s commitment to student welfare is evident through the provision of mid-day meals, albeit prepared off-site. The school also has one functional girls’ toilet.

The school’s teaching staff consists of two male teachers, dedicated to providing quality education despite the resource constraints. The absence of a pre-primary section, computer-aided learning facilities, and playground highlights the need for further development and resource allocation to enhance the learning environment.

Despite lacking computers, a computer lab, and ramps for disabled children, the school’s commitment to providing basic education is commendable. The absence of these facilities, however, underscores the need for improvements to ensure inclusivity and access to modern educational technologies.

The school’s location in a rural area necessitates addressing challenges related to infrastructure and resource accessibility. Improving infrastructure such as electricity and boundary walls would create a more secure and conducive learning environment.

The school’s library, although small, plays a vital role in enriching the students’ learning experience beyond the classroom. Expanding the library’s collection and incorporating modern teaching aids would significantly enhance the educational opportunities available to students.

The mid-day meal program, although outsourced, is crucial in ensuring that students receive proper nutrition, contributing to their overall well-being and academic performance. The focus should be on improving the quality and consistency of the meal provision to further benefit the students.

The dedicated teachers, despite limited resources, play a pivotal role in shaping young minds and nurturing a love of learning in their students. Support and professional development opportunities for the teachers would enable them to further enhance their teaching methodologies and classroom effectiveness.

The lack of a playground limits opportunities for physical activity and recreation, vital for holistic child development. The addition of a playground would provide a valuable space for students to engage in physical activities and enhance their overall health and well-being.

Addressing the infrastructure deficiencies, expanding resources, and providing ongoing support are crucial steps in ensuring that UEGS ADI BAS KABIR KHEDI continues to serve the community by offering a high-quality primary education experience for its students. This would help bridge the gap in educational opportunities and empower the children of this rural community.