UEGS PATEL FALYA MATIYA MAL

UEGS PATEL FALYA MATIYA MAL 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 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 30 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 Patel Falya Matiya Mal: A Rural Primary School in Madhya Pradesh

UEGS Patel Falya Matiya Mal is a government-run primary school located in the rural area of Sendhwa block, Barwani district, Madhya Pradesh, India. Established in 1997, the school is managed by the Tribal/Social Welfare Department and serves students from Class 1 to Class 5. Its unique identifier code is 23280511402. The school’s primary instruction medium is Hindi, fostering a local learning environment. While it lacks certain amenities, its commitment to providing education in a rural setting is noteworthy.

The school’s infrastructure comprises three classrooms, all in good condition, catering to its students’ educational needs. While there is no boundary wall, the school possesses a library stocked with 30 books, providing valuable supplementary learning resources for its pupils. The provision of hand pumps ensures access to clean drinking water, a crucial element in maintaining a healthy learning environment. The school also features separate functional toilet facilities for boys and girls.

Teaching staff comprises two male teachers, dedicated to providing quality education to the students. The school operates as a co-educational institution, welcoming both boys and girls equally. It is worth noting that the school does not offer a pre-primary section. The school prepares and provides mid-day meals on its premises, ensuring students receive proper nutrition to support their learning.

The school’s location in a rural area underscores its role in bridging the educational gap in underserved communities. The accessibility of the school via an all-weather road ensures consistent attendance by students, regardless of weather conditions. Its academic calendar follows the standard April start, aligning with the broader educational system. Despite the absence of electricity and a computer-aided learning lab, the school’s dedication to providing basic education remains commendable.

The absence of a playground limits the scope of extracurricular activities, potentially impacting the holistic development of its students. While the school has no computers and lacks ramps for disabled access, these represent areas for potential future development and improvement. The absence of a boundary wall may present some security concerns, though this aspect needs further consideration.

The school’s management by the Tribal/Social Welfare Department highlights a commitment to providing education in marginalized communities. The lack of female teachers presents an opportunity for increased gender diversity within the teaching staff. The school’s commitment to providing a basic education, while facing infrastructural challenges, is a testament to its dedication to the community it serves.

The school’s operational status highlights the importance of government initiatives in providing education in rural areas. The lack of certain facilities such as computers, electricity, and a playground presents opportunities for future expansion and improvement. The school represents a beacon of educational hope in a rural setting, consistently providing basic education to its students.

The provision of midday meals reflects a commitment to ensuring the well-being of students beyond the academic sphere. The school’s management team actively works to overcome infrastructural limitations. The school’s location and its provision of core educational services play a significant role in the educational landscape of the region.

Further development initiatives aimed at improving infrastructural amenities like electricity, computer labs, playgrounds, and providing ramps for disabled access would significantly enhance the quality of education offered. The school’s dedicated staff and commitment to providing education in a resource-constrained environment remain inspirational.

In conclusion, UEGS Patel Falya Matiya Mal serves as a vital educational institution within its community, focusing on providing a foundational education while striving for continual improvement in its facilities and resources. Its presence in a rural area highlights the government’s efforts in bridging the educational gap, ensuring access to learning for all.