UEGS KARAIL TOLA (BHAUKND)

UEGS KARAIL TOLA (BHAUKND) 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 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 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 Karail Tola (Bhauknd) Primary School: A Profile

UEGS Karail Tola (Bhauknd) is a government-run primary school located in the rural area of Waidhan block, Singrauli district, Madhya Pradesh. Established in 1997, this co-educational institution falls under the Department of Education’s management and provides education from Class 1 to Class 5. The school’s primary language of instruction is Hindi, catering to the local linguistic needs. Accessibility is ensured through an all-weather road, making it convenient for students to reach the school regardless of the weather conditions. The academic year commences in April, following the standard academic calendar of the region.

The school infrastructure comprises a government-owned building equipped with three classrooms, all in good condition. These classrooms provide adequate space for conducting lessons and learning activities. In addition to the classrooms, two rooms are designated for non-teaching purposes, and a separate room is allocated for the teachers. However, the school lacks a boundary wall, and currently does not have access to electricity. This necessitates alternative arrangements for lighting and other electrical needs.

The provision of essential facilities such as drinking water is addressed through functional hand pumps, ensuring access to safe drinking water for students and staff. The school also maintains separate and functional boys’ and girls’ toilets, reflecting a commitment to providing basic sanitation facilities. Despite the presence of these facilities, the school lacks a playground and a library, limiting the opportunities for recreational and extra-curricular activities.

Regarding teacher resources, the school employs two female teachers, who play a crucial role in delivering quality education to the students. Mid-day meals are provided to the students, although they are not prepared within the school premises itself. This arrangement ensures that students receive nourishment to support their academic pursuits.

Importantly, the school operates without any computers or a computer-aided learning lab, limiting the opportunities for technology-based education. There are also no ramps for students with disabilities, indicating a need for infrastructural improvements to ensure inclusivity. The absence of a library and the lack of books further highlight the need for enhanced resource provision to enrich the learning environment.

The school’s operational features demonstrate its commitment to basic educational delivery. While it operates within resource constraints, the focus is on ensuring access to quality primary education to the students in the community. The school’s rural location underscores the need for targeted support and resource allocation to ensure that it continues to provide essential educational services to its student population. The provision of mid-day meals speaks to the sensitivity to the nutritional needs of students. The all-weather road access is another crucial feature enhancing student attendance.

Future development plans for the school may include the addition of a library, playground, computer lab, and ramps for accessibility. Securing electricity would also significantly enhance the learning environment, enabling the use of technology and lighting facilities. The recruitment of additional teachers may also be considered to improve the student-teacher ratio.

Improving the infrastructure and resources of UEGS Karail Tola (Bhauknd) primary school would significantly improve the quality of education offered. Addressing the lack of electricity, building a boundary wall, and providing access to technology and recreational facilities would create a more conducive learning environment for students, enhancing their educational journey.

Investing in this school reflects a commitment to improving educational outcomes in rural areas, empowering the next generation with knowledge and skills. It also serves as a case study for understanding the challenges and opportunities in providing quality education in remote settings. Continued support from local authorities, NGOs, and other stakeholders is crucial for the continued development of this important educational institution.

The information provided demonstrates a snapshot of the school’s current status. Regular updates and evaluations are necessary to monitor progress and address the ongoing needs of the school and its students. Further investment in this crucial educational institution would be beneficial for the students and community it serves.