UEGS JAMRIYA FALYA GANDHAWAL

UEGS JAMRIYA FALYA GANDHAWAL was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in PATI block of BARWANI 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 None 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 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 JAMRIYA FALYA GANDHAWAL: A Rural Primary School in Madhya Pradesh

UEGS JAMRIYA FALYA GANDHAWAL is a government-run primary school located in the rural area of Pati block, Barwani district, Madhya Pradesh, India. Established in 1998 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from Class 1 to Class 5. The school’s primary instruction medium is Hindi, fostering a local language learning environment.

The school’s infrastructure comprises a government-provided building with three classrooms, ensuring sufficient space for its students. While lacking a boundary wall and electricity connection, the school does possess a library, albeit currently without any books. The provision of separate functional boys’ and girls’ toilets reflects a commitment to basic sanitation needs.

Importantly, the school prepares and provides mid-day meals on-site, contributing significantly to students’ nutritional well-being. The school’s commitment to education is further highlighted by its dedicated staff of two female teachers, who work diligently to provide quality education to the students.

Despite the absence of computers or a computer-aided learning lab, the school effectively utilizes its resources to provide a foundational education within its limitations. The lack of a playground and ramps for disabled children highlights areas for potential future improvements.

The school’s rural location presents both challenges and opportunities. The accessibility via all-weather roads suggests a relatively stable connection to the wider community. However, the absence of electricity and certain amenities underscore the need for ongoing support and development.

The school’s academic focus is strictly primary education (Classes 1-5), with no pre-primary section available. This concentration on foundational learning allows the teachers to dedicate their efforts towards building a strong base for the students’ future educational endeavors.

The information provided showcases the dedication of the teaching staff within the context of limited resources. The commitment to providing a mid-day meal, coupled with a functional library (despite its current lack of books), demonstrates a genuine concern for the holistic well-being of the students.

The school’s location and management structure reveal valuable insights into the educational landscape of rural Madhya Pradesh. Understanding the school’s needs helps to identify critical areas for improvement and resource allocation.

The absence of certain amenities underscores the importance of continued support from both governmental and non-governmental organizations. Investments in infrastructure, technology, and resources could significantly enhance the learning experience for the students.

The data presented provides a concise yet thorough overview of UEGS JAMRIYA FALYA GANDHAWAL. This information highlights the dedication of the staff while simultaneously identifying areas where further investment and development could significantly benefit the students and community. The school serves as a case study of rural education in India, showcasing both its strengths and areas needing attention.