UEGS NAVATOLA

UEGS NAVATOLA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in PUSHPRAJ GARH block of ANUPPUR 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 2 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 None 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 80 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 NAVATOLA: A Rural Primary School in Madhya Pradesh

UEGS NAVATOLA, located in the PUSHPRAJ GARH block of ANUPPUR district in Madhya Pradesh, is a government-run primary school that offers education from grades 1 to 5. Established in 1997, the school serves the rural community and operates as a co-educational institution. While it does not have a pre-primary section, UEGS NAVATOLA provides an essential educational foundation for the local children.

The school building, constructed by the government, features two classrooms in good condition. There are also two additional rooms dedicated to non-teaching activities, including a separate space for the head teacher. Despite its rural location, UEGS NAVATOLA prioritizes learning resources, boasting a library stocked with 80 books. The school also offers a mid-day meal program, providing nutritious meals to students on school premises.

While the school does not have access to electricity or a boundary wall, it does have a functional boys’ and girls’ toilet. However, the school lacks a playground and ramps for disabled children. The school’s primary language of instruction is Hindi, ensuring accessible learning for all students.

The school’s commitment to education is further demonstrated by its dedicated teaching staff. Two male teachers guide and support the students, fostering a positive learning environment. However, the school faces some challenges, including the lack of computers and a computer-aided learning lab. This absence limits access to technology-based learning resources, highlighting the need for further development in this area.

Despite these limitations, UEGS NAVATOLA plays a vital role in providing basic education to children in the rural community. The school’s dedicated staff, combined with its library and mid-day meal program, create a supportive learning environment that emphasizes the importance of education.

Key features of UEGS NAVATOLA:

• School Type: Government, Co-educational
• Grades: 1 to 5
• Location: PUSHPRAJ GARH block, ANUPPUR district, Madhya Pradesh
• Establishment Year: 1997
• Building: Government
• Classrooms: 2
• Library: Yes, with 80 books
• Toilet Facilities: 1 boys’ toilet and 1 girls’ toilet
• Instruction Medium: Hindi
• Management: Department of Education
• Meal: Provided and Prepared in School Premises

Looking ahead, UEGS NAVATOLA has the potential to further enhance its educational offerings. Implementing technology-based learning resources, such as computers and a computer-aided learning lab, would create more engaging and interactive learning experiences for students. The school could also explore opportunities to expand its facilities, such as constructing a playground or adding ramps for disabled children. These improvements would contribute to creating a more comprehensive and inclusive learning environment for all students.