UEGS KAHARSINGH FALYA MOYADA

UEGS KAHARSINGH FALYA MOYADA was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in PANSEMAL 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 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 20 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 Kaharsingh Falya Moyada: A Rural Primary School in Madhya Pradesh

UEGS Kaharsingh Falya Moyada is a government-run primary school located in the rural area of PANSEMAL block, BARWANI district, Madhya Pradesh. Established in 1997, this co-educational institution is managed by the Tribal/Social Welfare Department and offers classes from 1st to 5th standard. The school’s primary language of instruction is Hindi. Its accessibility is ensured by an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic year commences in April.

The school building, a government structure, houses three well-maintained classrooms dedicated to teaching. Additional rooms are available for non-teaching activities, including a designated space for the school’s staff. While lacking a boundary wall and electricity, the school has a functioning library with a collection of 20 books, providing essential reading resources for the students. The school also features one boys’ toilet and one girls’ toilet, catering to the sanitation needs of its student population. A reliable source of drinking water is provided through hand pumps. Ramps are available to ensure accessibility for students with disabilities.

A key feature of UEGS Kaharsingh Falya Moyada is its commitment to providing mid-day meals, prepared and served on the school premises, ensuring students receive proper nutrition. The school’s single male teacher plays a vital role in delivering quality education to the students. Although there are no female teachers, the school’s structure supports equal opportunities for boys and girls.

The absence of a playground, computer-aided learning facilities, and computers in general highlights areas where potential future improvements could enhance the learning environment. The lack of a computer lab might present challenges in integrating technology into education, while the absence of a playground limits opportunities for physical activity and recreation. Nevertheless, the school’s dedicated teacher strives to provide a comprehensive learning experience within the available resources.

The school’s management by the Tribal/Social Welfare Department underscores a commitment to providing educational access in underserved rural communities. This aligns with broader governmental efforts to improve educational opportunities across India, particularly in areas with limited resources. The school’s focus on primary education serves as a crucial foundation for students’ future academic journeys.

The school’s location in a rural area highlights the challenges and opportunities present in bringing quality education to remote regions. Despite resource limitations, UEGS Kaharsingh Falya Moyada demonstrates a commitment to providing a basic education to its students. The presence of a library, functional toilets, and accessible ramps demonstrates an effort towards providing a supportive learning environment.

The school’s infrastructure, while basic, serves its purpose effectively. The three classrooms allow for effective teaching, and the availability of a separate room for the staff enhances organization and management. The dedication of the single male teacher in the face of these limitations speaks volumes about their commitment to education.

The school’s reliance on hand pumps for drinking water reveals both a resource challenge and a reliance on established, if basic, infrastructure. This aspect points to the need for broader infrastructural development in rural areas to support improved sanitation and water access.

The absence of a pre-primary section limits early childhood educational opportunities for younger children in the community. This points to a wider need for pre-school facilities in the region. The school’s management could potentially explore collaborative opportunities with other organizations to establish a pre-primary section.

UEGS Kaharsingh Falya Moyada stands as a testament to the enduring pursuit of education in rural India. While challenges remain in terms of resources and infrastructure, the school serves as an important educational hub in its community. Ongoing support and investment could further improve the facilities and ensure an enhanced learning experience for its students.

The information provided about UEGS Kaharsingh Falya Moyada allows for a comprehensive overview of a typical rural primary school in India. It showcases both the efforts made to provide basic education and the ongoing needs for improved resources and infrastructure. The school’s existence highlights the importance of continued support for rural education initiatives to ensure equitable access to quality learning opportunities for all children.