UEGS BADGAWAN KALAN

UEGS BADGAWAN KALAN was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in UDAIPURA block of RAISEN 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 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 no 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 and Prepared in School Premises providing mid-day meal.

UEGS BADGAWAN KALAN: A Comprehensive Profile of a Rural Primary School

UEGS BADGAWAN KALAN, a government primary school in the rural heartland of Madhya Pradesh, India, stands as a testament to the nation’s commitment to education. Established in 1997 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education in a Hindi-speaking environment. The school’s dedication to providing a quality learning experience is evident in its various aspects.

The school’s infrastructure, while modest, is functional. Housed in a government building, it comprises two classrooms, ensuring a manageable student-teacher ratio. A key feature is the presence of a library, stocked with 40 books, providing students with access to supplementary reading materials. The school also prioritizes hygiene and sanitation with functional boys’ and girls’ toilets. Importantly, ramps are available, ensuring accessibility for children with disabilities. The school is surrounded by a barbed wire fence. However, the school currently lacks an electricity connection and a playground.

The school’s staff consists of two dedicated teachers – one male and one female – who are committed to imparting knowledge and shaping young minds. The teaching medium is Hindi, reflecting the local language and cultural context. The school’s location in a rural area highlights its crucial role in providing educational opportunities to children in underserved communities. The availability of hand pumps ensures a reliable source of drinking water, addressing a basic necessity for students and staff.

The school’s operational model is noteworthy. It follows the standard academic calendar, with sessions commencing in April. Meals are provided and prepared on the school premises, addressing the nutritional needs of its students. This commitment to holistic development, encompassing both academics and well-being, exemplifies the school’s dedication to its students’ success. The absence of a pre-primary section and computer-aided learning facilities highlights areas for potential future development.

The school’s rural setting presents both challenges and opportunities. While access to resources may be limited, the school’s commitment to education in a geographically challenging area is admirable. The accessibility via all-weather roads suggests a relatively good level of connectivity. The school does not operate as a residential facility and is not located in a new location.

The management by the Department of Education ensures adherence to established educational standards and policies. This ensures transparency, accountability, and access to government support and resources for infrastructural development and curriculum alignment. The information presented reveals a school that, while facing some limitations in resources, is steadfast in its mission of providing quality education to its students.

UEGS BADGAWAN KALAN is an example of a basic primary school in rural India that is striving to provide quality education. The information provided helps to paint a picture of the school’s facilities, resources, staff, and educational approach. This detailed profile can be utilized to understand the operational aspects and highlight areas for potential improvement.

The school’s dedication to providing education in a rural area is a vital contribution to the community. The data presented offers valuable insights into its functioning and highlights its strengths and areas where support and development could further enhance its capacity to serve the local children effectively.

This profile underscores the need for continued support for rural schools like UEGS BADGAWAN KALAN, ensuring that all children have access to quality education, regardless of their location. The information contained herein is valuable for educational policymakers, researchers, and anyone interested in the state of primary education in rural India.

Finally, the availability of the information itself underscores the increasing transparency and accountability in the education sector, enabling better monitoring and evaluation of school performance and the allocation of resources. The data presented offers valuable insights and allows for a comprehensive understanding of the school’s operations and its contribution to its community.