UEGS BASAWAN SINGH KAPURA(MASO

UEGS BASAWAN SINGH KAPURA(MASO was established in 1999 and it is managed by the Department of Education. It is located in Rural area. It is located in ATER block of BHIND 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 a playground. The school has a library and has 80 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 Basawan Singh Kapura (Maso): A Rural Primary School in Madhya Pradesh

UEGS Basawan Singh Kapura (Maso) is a government-run primary school located in the rural area of ATER block, BHIND district, Madhya Pradesh, India. Established in 1999, this co-educational institution is managed by the Department of Education and caters to students from classes 1 to 5. The school’s instruction medium is Hindi, reflecting the local language preference.

The school’s infrastructure includes a government building with three classrooms, all in good condition. While it lacks a boundary wall and electricity, it does boast a playground and a library containing 80 books. The school provides access to drinking water via hand pumps, and separate functional toilets are available for boys and girls. The absence of ramps indicates a need for future accessibility improvements.

The teaching staff consists of one male and one female teacher, totaling two educators. The school does not offer pre-primary education, and there are no computers or computer-aided learning facilities currently available. The school provides mid-day meals but does not prepare them on-site.

The school’s location is accessible via an all-weather road, and the academic session commences in April. The lack of computers and computer labs highlights a potential area for improvement in educational resources. The school’s reliance on hand pumps for drinking water also suggests potential for upgrading water infrastructure to ensure consistent and safe water supply.

The library, though small, serves as a valuable resource for students. The availability of a playground provides a much-needed space for recreational activities and physical development. The school’s management, under the Department of Education, actively contributes to educational opportunities for children in this rural community.

Addressing the absence of electricity could significantly enhance the school’s functionality and learning environment. Similarly, the lack of a boundary wall poses a potential security concern, impacting the overall safety and security of the school premises and the students.

The school’s commitment to providing education, despite resource constraints, is commendable. Future improvements in infrastructure, technology, and resources will undoubtedly enhance the learning experience and contribute to the overall progress of the students. The school’s dedication to education in this rural setting is a testament to the importance of providing access to quality primary education in underserved areas.

With further investment in infrastructure and technology, this school could offer even greater educational opportunities for the children in its community. Potential improvements could include installing electricity, constructing a boundary wall, and providing access to computer-aided learning.

This comprehensive profile of UEGS Basawan Singh Kapura (Maso) offers a clear picture of its current status and highlights areas for potential development and growth. The school serves as a vital educational hub in its community, contributing significantly to the learning and development of its students despite the challenges faced. Continuous improvement and support will ensure that this school continues to provide a valuable education to the children in the rural community it serves.

The provision of mid-day meals, though not prepared on-site, indicates an understanding of the importance of nutrition in supporting student learning. This proactive step demonstrates a commitment to holistic child development. The school’s rural location and its dedication to providing a quality education for children in the area highlight its significant role within the local community. Improving the infrastructure and resources of the school will enhance the learning experience and development prospects for students in the coming years.