UEGS NARGAYA FALYA NIWALI BUJURG

UEGS NARGAYA FALYA NIWALI BUJURG was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in NIWALI 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 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 NARGAYA FALYA NIWALI BUJURG: A Rural Primary School in Madhya Pradesh

UEGS NARGAYA FALYA NIWALI BUJURG is a government primary school located in the rural NIWALI block of BARWANI district, Madhya Pradesh, India. Established in 1998, this co-educational institution falls under the management of the Tribal/Social Welfare Department and caters to students from classes 1 to 5. The school’s infrastructure includes a government building with three classrooms, all in good condition, and additional rooms for non-teaching activities. A dedicated space serves as a headmaster/teacher’s office.

The school utilizes Hindi as its primary language of instruction. While lacking a boundary wall and electricity connection, the school provides essential amenities including functional boys’ and girls’ toilets, and a hand pump for drinking water. A library is present, although it currently lacks books. The absence of a playground and computer-aided learning facilities highlights areas for potential future development. Importantly, the school provides mid-day meals, prepared and served on the premises.

The school’s teaching staff comprises two female teachers, dedicated to providing quality education to the students. The absence of a pre-primary section indicates a focus solely on primary education. The school’s rural location presents both opportunities and challenges. While accessible via all-weather roads, the lack of certain resources necessitates strategic planning and resource allocation.

The school’s operational details include an academic session commencing in April. The school’s commitment to providing education despite limited resources reflects its dedication to the community it serves. The absence of a computer lab and computers reflects a need for technological upgrades to enhance the learning experience.

The school’s management structure, under the Tribal/Social Welfare Department, points to a focus on providing education to a specific segment of the population. The lack of ramps for disabled children highlights an area where future improvements could enhance inclusivity and accessibility for all students.

The information provided highlights the essential features of UEGS NARGAYA FALYA NIWALI BUJURG. Future development plans could prioritize infrastructure improvements, resource acquisition (particularly books for the library and technological resources), and potential expansion to include a pre-primary section.

The school’s continued operation within a rural setting underscores the importance of supporting such institutions. The dedication of the teachers and the commitment of the managing department highlight the value placed on education within the community.

Further initiatives could focus on attracting additional teaching staff to enhance the student-teacher ratio. This could lead to more individualized attention for each student, thereby enhancing learning outcomes. The school’s role in providing education to children in a rural area is commendable, and continued support is crucial for its growth.

The government’s role in managing and supporting this school exemplifies its commitment to providing education access to underserved communities. The school’s existence demonstrates the efforts towards bridging the educational gap and fostering opportunities for rural children.

The provision of mid-day meals further underscores the holistic approach to education, addressing both academic and nutritional needs. This integrated approach recognizes the crucial role of nutrition in a child’s overall development and academic performance.