UEGS HANUMANTPURA

UEGS HANUMANTPURA was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in BALDEWGARH block of TIKAMGARH 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 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 but not Prepared in School Premises providing mid-day meal.

UEGS Hanumantpura Primary School: A Detailed Overview

UEGS Hanumantpura, a government primary school, stands as a vital educational institution serving the rural community of Baldewgadh block in Tikamgarh district, Madhya Pradesh. Established in 1998 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, offering a foundational education within its modest infrastructure.

The school’s infrastructure comprises a government building featuring two well-maintained classrooms dedicated to instruction. While lacking a boundary wall and electricity connection, the school provides access to clean drinking water through functional hand pumps. Basic sanitation facilities are available, including one boys’ toilet and one girls’ toilet.

The school’s educational approach relies on Hindi as the primary medium of instruction. A single male teacher currently staffs the school, delivering lessons tailored to the primary curriculum. The school does not offer a pre-primary section and does not have a library or playground. Importantly, the school participates in a mid-day meal program, although meals are not prepared on-site.

UEGS Hanumantpura functions within the constraints of its resource limitations. The absence of computers, a computer-aided learning lab, and ramps for disabled access highlights the need for further development and investment. The lack of a library also presents a challenge to enriching the learning experience.

The school’s management under the Department of Education signifies its commitment to providing basic education to the rural community. The school’s location, accessibility, and adherence to the academic calendar contribute to its operational effectiveness. The school opens its doors in April, commencing the academic year in line with the regional educational schedule.

Despite its limited resources, UEGS Hanumantpura plays a crucial role in shaping the future of its students, laying a foundation for their educational journeys. The dedication of its single male teacher underscores the importance of education in even the most resource-constrained environments.

The school’s structure, although basic, serves its purpose effectively. The two classrooms provide adequate space for instruction, and the availability of functional toilets underscores the commitment to providing a safe and hygienic learning environment.

The provision of mid-day meals, though sourced externally, helps ensure students receive adequate nutrition to support their studies. This commitment to providing essential sustenance, along with the dedicated teaching staff, demonstrates the school’s focus on holistic student development.

The absence of certain facilities, such as a library, playground, and computer lab, points to potential areas for improvement and future development. These additions could greatly enhance the educational experience and provide students with additional learning resources and recreational opportunities.

The school’s commitment to education within its limitations makes it a noteworthy institution. As it continues to serve its community, efforts toward infrastructure development and resource enhancement could significantly improve its overall effectiveness and contribute to the bright future of its students. Further investment in educational resources will strengthen the school’s ability to nurture its students’ potential.