UEGS BABAJI KA KHEDA MADKOTA

UEGS BABAJI KA KHEDA MADKOTA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BAROD block of AGAR MALWA 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 Barbed Wire Fencing 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 a playground. The school has a library and has 27 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.

UEGS BABAJI KA KHEDA MADKOTA: A Primary School in Rural Madhya Pradesh

UEGS BABAJI KA KHEDA MADKOTA is a primary school located in the rural area of BAROD block in AGAR MALWA district, Madhya Pradesh. Established in 1997, the school is managed by the Department of Education and caters to students from Class 1 to Class 5.

This co-educational institution operates without an attached pre-primary section. The school’s medium of instruction is Hindi, making it accessible to the local community. Interestingly, the school is approachable by a road that remains functional throughout the year. Academic sessions commence in April, aligning with the regional calendar.

Infrastructure and Facilities:

The school boasts a government building with 3 classrooms in good condition. These classrooms are used for instructional purposes, while 2 additional rooms accommodate non-teaching activities. Notably, the school also has a separate room designated for the Head Master/Teacher.

The school is enclosed by a barbed wire fencing boundary wall, ensuring the safety of the students. While the school lacks an electric connection, it provides access to drinking water through functional hand pumps. The facilities further include a playground, a library stocked with 27 books, and separate functional toilets for boys and girls.

Learning Environment and Resources:

The school offers a conducive learning environment for its students. It employs 2 male teachers, dedicated to delivering quality education. Although the school does not have computers for teaching and learning purposes, it provides a mid-day meal prepared within its premises.

Despite the lack of a computer-aided learning lab, the school prioritizes student well-being by providing a playground and a library. The presence of a library emphasizes the importance of reading and knowledge acquisition in the learning process.

Accessibility and Inclusivity:

The school acknowledges the importance of accessibility and inclusivity. It features a playground, ensuring children have ample space for physical activity and social interaction. The school’s commitment to inclusivity is evident in the provision of separate toilets for boys and girls, promoting gender equality.

While the school does not currently have a computer-aided learning lab, it acknowledges the potential benefits of technology in education. The school’s focus on providing essential facilities like hand pumps and toilets demonstrates its dedication to creating a safe and healthy learning environment for all students.

Future Development:

The school’s infrastructure and resources are constantly evolving. The absence of computers and a computer-aided learning lab presents an opportunity for future development. Integrating technology into the learning process can enhance student engagement and provide access to a wider range of learning materials.

Furthermore, the school could explore partnerships with organizations or individuals to expand its library collection, providing students with a wider range of reading materials. By investing in technology and resources, UEGS BABAJI KA KHEDA MADKOTA can create a more dynamic and enriching learning experience for its students.