UEGS BARHAT ANDHIYARI TOLA

UEGS BARHAT ANDHIYARI TOLA was established in 1997 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 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 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.

UEGS Barhat Andhiyari Tola: A Rural Primary School in Singrauli, Madhya Pradesh

UEGS Barhat Andhiyari Tola, a government primary school, stands as a vital educational institution serving the rural community of Singrauli district in Madhya Pradesh. Established in 1997 under the Department of Education, the school plays a crucial role in providing basic education to children in the area. Its location in the Chitarangi block ensures accessibility for nearby villages.

The school offers primary education from classes 1 to 5, catering to both boys and girls. The medium of instruction is Hindi, making learning accessible to the local population. The school’s commitment to education is further reinforced by its provision of midday meals, prepared and served on the school premises, ensuring students receive proper nourishment alongside their studies. The school operates in a government-owned building and comprises three classrooms in good condition, ensuring a suitable learning environment for the students.

While the school lacks certain amenities like a boundary wall, electricity, a library, playground, and computers, it makes use of available resources to provide essential education. The school’s infrastructure includes functional boys’ and girls’ toilets, and hand pumps providing a reliable source of drinking water for students and staff. The absence of a ramp highlights a potential area for improvement in accessibility for students with disabilities.

The school’s teaching staff currently comprises one male teacher, dedicated to delivering quality education despite the limited resources. The school’s simple yet functional structure reflects its commitment to providing basic education in a rural setting, overcoming challenges related to infrastructure and resources.

The school’s management adheres strictly to the academic curriculum for primary classes (1-5). There is no pre-primary section, and the school does not offer classes beyond the fifth standard. This focus on basic education serves as the cornerstone of the school’s educational mission.

Despite the absence of advanced technological tools like computers and computer-aided learning facilities, the school prioritizes providing a strong foundation in basic literacy and numeracy. The dedicated teacher’s efforts ensure students receive a fundamental education, enabling them to progress to higher levels of schooling.

The school’s rural setting presents both challenges and opportunities. While resource limitations are evident, the school’s accessibility to the local community makes it a critical pillar of the region’s educational system. The community’s commitment to education is reflected in the continued operation of the school.

The school’s infrastructure, though basic, provides a functional learning space. The presence of separate toilets for boys and girls reflects a commitment to gender inclusivity, while the provision of midday meals addresses the nutritional needs of the students.

The lack of certain amenities underscores the need for increased investment in rural education. However, UEGS Barhat Andhiyari Tola’s dedication to providing basic education demonstrates the resilience and commitment of educators working in challenging circumstances. The school’s continued operation signifies its importance to the community and the need for ongoing support.

In conclusion, UEGS Barhat Andhiyari Tola serves as a testament to the dedication of teachers and the community’s commitment to education. While resource limitations exist, the school effectively delivers primary education, emphasizing the importance of foundational literacy and numeracy skills in a rural context. Future improvements in infrastructure and resources would further enhance the school’s ability to serve the community.