UEGS ANA FALYA

UEGS ANA FALYA was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JHIRNIYA block of KHARGONE 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 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 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 40 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 ANA FALYA: A Rural Primary School in Madhya Pradesh

UEGS ANA FALYA is a primary school located in the rural area of JHIRNIYA block, KHARGONE district, Madhya Pradesh, India. Established in 1997, this co-educational institution is managed by the Tribal/Social Welfare Department and caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local language preference.

The school’s infrastructure includes a government-provided building with three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher. A key feature is its library, containing 40 books, and a playground for recreational activities. Importantly, ramps are available to ensure accessibility for disabled children. However, the school currently lacks electricity and a boundary wall, and there is no drinking water source available on the premises. The school receives mid-day meals, although they are not prepared on-site.

The school’s teaching staff comprises two female teachers, dedicated to providing quality education to the students. While the school lacks computers and computer-aided learning facilities, its focus remains on providing a foundational primary education. The absence of a pre-primary section indicates that the school’s services begin at the primary level.

The school’s location in a rural setting presents unique challenges and opportunities. The accessibility of the school via an all-weather road is a positive aspect, ensuring regular attendance, regardless of weather conditions. The school’s academic session begins in April, aligning with the typical academic calendar.

The school’s management, under the Tribal/Social Welfare Department, plays a vital role in its operation and development. The department’s support is crucial in addressing the school’s needs and improving its infrastructure and resources.

The lack of electricity and drinking water at UEGS ANA FALYA highlights the need for further development and resource allocation. These necessities are fundamental for a conducive learning environment and the overall well-being of the students.

The presence of a library, albeit with a limited collection of 40 books, indicates a commitment to fostering a love for reading and learning among the students. The playground provides a valuable space for physical activity and social interaction, contributing to the holistic development of the children.

The school’s simple yet functional design focuses on delivering a solid primary education. The management’s dedication to the students is evident in the available facilities.

The absence of computers and computer-aided learning presents opportunities for future improvement. The integration of technology could significantly enhance the learning experience and prepare students for a technologically advanced future.

Despite its current limitations, UEGS ANA FALYA remains an important educational institution in its community. Its commitment to providing primary education, despite resource constraints, underlines its significant role in the development of the students and the broader community. Continued support and investment could help this school overcome its limitations and reach its full potential.