UEGS HARAMI TOLA KHUTAR

UEGS HARAMI TOLA KHUTAR was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in WAIDHAN 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 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 a library and has 8 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 HARAMI TOLA KHUTAR: A Profile of a Rural Primary School in Madhya Pradesh

UEGS HARAMI TOLA KHUTAR is a government primary school located in the rural area of WAIDHAN block, SINGRAULI district, Madhya Pradesh. Established in 1997, the school is managed by the Department of Education and caters to students from Class 1 to Class 5. Its code is 23500801210, and it operates within the village of HARAMI TOLA KHUTAR (village ID 41530).

The school building, a government structure, houses two classrooms, all in good condition, suitable for delivering quality primary education. A dedicated space serves as a headmaster/teacher’s room. While lacking a boundary wall and electricity, the school provides essential facilities including separate boys’ and girls’ toilets, ensuring a safe and hygienic environment for its students. The school’s commitment to its students’ well-being is further demonstrated by its provision of a mid-day meal, prepared and served on the premises.

The school’s library boasts a collection of eight books, providing access to supplementary learning materials, and a hand pump ensures the availability of drinking water. Importantly, the school’s instruction medium is Hindi, catering to the local linguistic needs of the student population. The school’s accessibility is enhanced by its all-weather road approach, ensuring students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s staff comprises one male teacher, dedicated to providing effective instruction. The absence of a pre-primary section focuses the school’s resources on delivering a high-quality primary education. The school operates as a co-educational institution, welcoming both boys and girls to learn together.

A noteworthy aspect of the school’s infrastructure is the lack of a playground, which may limit opportunities for physical activity and recreational learning. Furthermore, the absence of computers and computer-aided learning facilities presents a challenge in integrating modern technology into the curriculum. The school’s location in a rural setting and the lack of a ramp for disabled access also highlight areas for potential improvement and accessibility enhancements.

The school’s management, under the Department of Education, plays a crucial role in its continued operation and development. The school’s commitment to providing a basic education within its resource constraints is evident. Future improvements could include the addition of a playground, access to technology, and an improved library to enhance the overall learning experience for its students.

The school’s reliance on a single male teacher underscores the need for increased staffing to ensure effective teaching and individual attention for students. The absence of female teachers may impact the diversity of role models within the school environment.

The strategic location of the school within a rural community serves an important role in providing access to education for students who may otherwise lack such opportunities. The school’s long-standing presence in the community, since 1997, reflects its ongoing contribution to the educational needs of the area. The school’s simple structure and functional facilities highlight the essential services it delivers to the local community.

This detailed profile of UEGS HARAMI TOLA KHUTAR provides a comprehensive overview of the school’s strengths, challenges, and opportunities for future development. The information presented offers valuable insights for educational stakeholders seeking to understand the realities of providing education in rural contexts. The continued support and development of this institution will contribute to the educational advancement of the community it serves.