UEGS PATHLA KHIRAK JERAKHAS

UEGS PATHLA KHIRAK JERAKHAS was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in PRATHVIPUR block of TIKAMGARH 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 Pucca But Broken 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 no 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 but not Prepared in School Premises providing mid-day meal.

UEGS PATHLA KHIRAK JERAKHAS: A Rural Primary School in Madhya Pradesh

UEGS PATHLA KHIRAK JERAKHAS is a government-run primary school located in the rural area of PRATHVIPUR block, TIKAMGARH district, Madhya Pradesh. Established in 1998 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s instruction medium is Hindi, reflecting the local language preference. While meals are provided to students, they are not prepared on the school premises.

The school infrastructure comprises a government building housing two classrooms, all in good condition. Additional rooms support non-teaching activities, including a dedicated space for the teachers. The school is enclosed by a pucca but broken boundary wall. Unfortunately, the school currently lacks electricity and a functioning library, hindering access to essential resources. The absence of a playground limits opportunities for physical activity and recreation.

The school’s facilities include one functional boys’ toilet and one functional girls’ toilet. However, the lack of drinking water poses a significant challenge, highlighting the need for improved sanitation and hygiene. Furthermore, the absence of ramps indicates a need for better accessibility for disabled children.

The school’s teaching staff consists of two male teachers. The absence of female teachers underscores the need for a more balanced teaching workforce to better cater to the diverse needs of its student body. The school’s primary focus is on providing basic primary education, as indicated by its “Primary only (1-5)” academic classification. There are currently no computers available for educational purposes, and the school lacks a computer-aided learning lab.

The school’s location, being in a rural area, presents unique challenges in terms of resource access and infrastructure development. Improved access to electricity, a functional library, and a playground would significantly enhance the learning environment. Providing clean drinking water is critical for the students’ health and well-being.

The absence of pre-primary sections suggests a need for expansion to encompass a broader age range. The school’s management, under the Department of Education, can play a crucial role in addressing these shortcomings through strategic planning and resource allocation.

Future development plans should prioritize improving the school’s infrastructure, including electricity, water supply, a playground, and library facilities. Furthermore, efforts should be made to provide access to technology through the introduction of computers and a computer-aided learning lab. Recruiting female teachers will contribute towards a more balanced and inclusive learning environment.

Community involvement is also vital for the school’s success. Engaging local stakeholders in fundraising and volunteering can help address infrastructural deficits and provide additional resources for educational programs.

Addressing the issues highlighted above will significantly improve the quality of education at UEGS PATHLA KHIRAK JERAKHAS and ensure a better learning experience for its students. The school’s potential for growth and improvement is significant with the right support and investment.

The school’s information, including its ID, code, and location details, aids in tracking its progress and facilitating better resource allocation. Continued monitoring and support are essential for enhancing its overall educational outcomes and ensuring a brighter future for its students.