UEGS KHARTYA FALYA BORLI

UEGS KHARTYA FALYA BORLI was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SENDHWA 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 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 40 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 KHARTYA FALYA BORLI: A Rural Primary School in Madhya Pradesh

UEGS KHARTYA FALYA BORLI is a government-run primary school located in the rural area of Sendhwa block, Barwani district, Madhya Pradesh. Established in 1997, the school caters to students from Class 1 to 5 and offers education in the Hindi medium. It serves as a vital educational hub for the community, offering a co-educational learning environment.

Despite its rural setting, the school boasts several facilities essential for learning. It has three classrooms in good condition, along with two additional rooms for non-teaching activities. The school also features a library with 40 books, providing students with access to supplementary learning resources. Recognizing the importance of a safe and hygienic environment, the school has two functional boys’ toilets and one functional girls’ toilet. Furthermore, the school is equipped with hand pumps, ensuring access to clean drinking water for all students.

Although the school doesn’t have a playground, it offers a meal program, where the meals are prepared and provided within the school premises. The school’s commitment to inclusivity is evident in its ramp accessibility for disabled children, ensuring equal opportunities for all students.

The school’s faculty comprises two female teachers, dedicated to providing quality education to the students. The school is managed by the Tribal/Social Welfare Department, highlighting its focus on empowering the local community.

UEGS KHARTYA FALYA BORLI plays a vital role in providing primary education to children in the Sendhwa block. Its commitment to creating a conducive learning environment, coupled with its focus on inclusivity and accessibility, ensures that every child has the opportunity to thrive academically.

Key Features of UEGS KHARTYA FALYA BORLI:

• Location: Sendhwa block, Barwani district, Madhya Pradesh
• Management: Tribal/Social Welfare Department
• School Type: Co-educational, Primary only (Class 1 to 5)
• Instruction Medium: Hindi
• Facilities: Classrooms, Library, Toilets, Drinking Water, Mid-day Meal Program
• Accessibility: Ramp for disabled children
• Notable Features: Government building, No boundary wall, Electricity connection, Functional hand pumps

Why UEGS KHARTYA FALYA BORLI Matters:

This school plays a vital role in ensuring access to education for children in a rural area. Its commitment to inclusivity, coupled with the provision of essential facilities, creates a nurturing and supportive environment for learning. The school’s success in providing quality education serves as a testament to the dedication of its teachers and the importance of government-run primary schools in empowering rural communities.