UEGS MAAL FALYA

UEGS MAAL FALYA was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in BHIKAN GOAN block of KHARGONE 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 Well 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 25 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 MAAL FALYA: A Rural Primary School in Madhya Pradesh

UEGS MAAL FALYA is a primary school located in the rural area of BHIKAN GOAN block, KHARGONE district, Madhya Pradesh. Established in 1998, this co-educational institution is managed by the Tribal/Social Welfare Department and caters to students from Class 1 to Class 5. The school’s primary instruction medium is Hindi.

The school infrastructure includes a government building with three classrooms, all in good condition. While it lacks a boundary wall and electricity, UEGS MAAL FALYA provides essential facilities such as separate boys’ and girls’ toilets, a functional well for drinking water, and a library stocked with 25 books. Importantly, ramps are available to ensure accessibility for disabled children. The school also features separate rooms for non-teaching activities and staff. Mid-day meals are provided and prepared on the school premises.

The teaching staff consists of two male teachers, dedicated to providing quality education to the students. The school operates on an academic calendar that commences in April.

Unlike many schools, UEGS MAAL FALYA does not offer a pre-primary section and is not equipped with computers or a computer-aided learning lab. It also lacks a playground.

The school’s management prioritizes the welfare of its students. The provision of a functional library, separate sanitation facilities, and accessible ramps demonstrates a commitment to creating a conducive learning environment. The consistent provision of mid-day meals further supports the students’ overall well-being.

UEGS MAAL FALYA’s rural location presents unique challenges, but the school’s existence highlights the government’s efforts to bring education to even the most remote areas.

The school’s reliance on a well for drinking water underscores the need for improved infrastructure in some rural regions. The absence of electricity and a computer lab also highlights areas for potential future development and enhancement of the educational resources available.

Despite these limitations, the dedication of the teaching staff and the provision of basic facilities indicate a commitment to education within the community. The school’s existence serves as a testament to the importance of providing educational opportunities in rural India.

The school’s 25 books in its library represent a valuable educational resource and underscore the importance of access to reading materials in promoting literacy.

The lack of a playground, however, suggests a need for future enhancements to improve recreational opportunities for the students.

The school’s commitment to providing mid-day meals directly addresses the nutritional needs of the students, ensuring they have the energy and sustenance necessary to focus on their studies. This vital service complements the educational efforts and contributes to improved learning outcomes.