UEGS PS HANUMANT TOLA

UEGS PS HANUMANT TOLA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BAHORIBAND block of KATNI 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 5 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 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 135 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 PS Hanumant Tola: A Rural Primary School in Madhya Pradesh

UEGS PS Hanumant Tola, a government-run primary school, serves the rural community of Bahoriband block in Katni district, Madhya Pradesh. Established in 1997 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to the local children. The school’s dedication to providing a quality education is evident in its various facilities and resources.

The school building, a government structure, houses five well-maintained classrooms, ensuring ample space for learning. Hindi serves as the primary language of instruction, catering to the linguistic needs of the students. A functional library, stocked with 135 books, encourages a love for reading and fosters intellectual curiosity among the young learners.

Despite its rural location, the school boasts essential amenities such as electricity and hand pumps providing clean drinking water. The school prioritizes the well-being of its students by providing mid-day meals, prepared and served within the school premises. Separate functional toilets are available for boys and girls, emphasizing hygiene and sanitation.

The school’s teaching staff comprises one male and one female teacher, dedicated to delivering quality education to their students. While there is no pre-primary section or computer-aided learning facilities, the school focuses on delivering a strong foundation in basic education. The absence of a playground and boundary wall might present challenges, but the school’s commitment to education remains unwavering.

The school’s rural setting highlights the need for accessible and quality education in underserved communities. The school’s management actively works to provide a supportive and conducive learning environment, focusing on the holistic development of its students. The availability of a library, functional toilets, and a mid-day meal program underscore the commitment to supporting students’ academic and well-being needs.

Despite lacking certain amenities like a playground, boundary wall, and computer lab, the school’s strengths lie in its dedicated teachers, a functional library, and the provision of mid-day meals. These features are critical in ensuring that students receive not only academic instruction but also crucial nutritional support.

The lack of computer-aided learning represents an area for potential improvement. The integration of technology in education could significantly enhance the learning experience and prepare students for the digital age. However, the school’s focus on foundational learning and the availability of essential resources demonstrate a commitment to providing a strong educational base for its students.

The school’s success in providing primary education in a rural setting is noteworthy. The challenges of limited resources and infrastructure highlight the need for continued support and investment in rural education. Further development of school infrastructure could enhance the learning environment and broaden educational opportunities for the students.

The efficient use of available resources and a dedicated teaching staff exemplify the commitment to provide quality primary education in a resource-constrained environment. The school serves as a beacon of educational opportunity in the rural community, enabling children to receive a foundational education and lay the groundwork for their future.

Looking ahead, opportunities for enhancement exist, particularly concerning the integration of technology and improvements to the school’s infrastructure. The continued support from the Department of Education and the local community is crucial for ensuring the school’s continued success and its role in empowering the next generation.