UEGS GOHALI GADIYA

UEGS GOHALI GADIYA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in PANNA block of PANNA 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 10 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 Gohali Gadiya: A Rural Primary School in Panna, Madhya Pradesh

UEGS Gohali Gadiya is a government-run primary school located in the rural area of Panna district, Madhya Pradesh. Established in 1997 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s primary language of instruction is Hindi, offering a foundational education to the community.

The school’s infrastructure comprises three classrooms, all in good condition, ensuring a suitable learning environment for its students. Supplementing the classrooms are two additional rooms used for non-teaching activities. While lacking a boundary wall and electricity, the school boasts a functional playground and a library containing 10 books, providing recreational and enrichment opportunities for the children.

Cleanliness and hygiene are prioritized with the provision of one functional boys’ toilet and one functional girls’ toilet. Access to clean drinking water is ensured through hand pumps located on the premises. The school currently lacks computer-aided learning facilities and computers, but the presence of a library and playground partially mitigates this.

The school’s teaching staff comprises one male and one female teacher, dedicated to providing quality education to the students. The school provides midday meals, prepared and served within the school premises, addressing the nutritional needs of the children. The school’s management operates under the Department of Education, ensuring adherence to government guidelines and educational standards.

The accessibility of the school is a significant feature, being reachable via an all-weather road, making it easily accessible to students throughout the year. The academic session commences in April, aligning with the broader educational calendar of the region.

While the school lacks certain amenities like a boundary wall and electricity, its strengths lie in its dedicated teachers, provision of midday meals, and the presence of essential facilities such as a library and playground. The availability of clean drinking water and functional toilets further emphasizes the school’s commitment to providing a safe and conducive learning environment for its students.

The school’s focus remains on providing basic primary education, contributing significantly to the educational development of the rural community it serves. The absence of pre-primary classes and computer-aided learning represents potential areas for future development and enhancement.

The school’s location in a rural setting reflects the broader context of education access in underserved communities. The Department of Education’s management highlights the government’s role in ensuring educational opportunities are provided to children across various regions.

Further development and upgrades to the school’s infrastructure and resources, particularly the addition of electricity, computer-aided learning, and a boundary wall, would significantly enhance the learning experience and overall educational outcomes for the students.

The efforts of the teachers and the school administration in providing a functional learning environment amidst resource limitations underscore the dedication to educating the children of Gohali Gadiya. The school’s continued operation is a testament to the importance of education and its crucial role in shaping the future of the community.