UEGS PURA KHER KHEDI

UEGS PURA KHER KHEDI was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in KHILCHIPUR block of RAJGARH 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 N/A 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 a playground. The school has a library and has 50 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 Pura Kher Khedi: A Rural Primary School in Madhya Pradesh

UEGS Pura Kher Khedi is a government-run primary school located in the rural area of KHILCHIPUR block, RAJGARH district, Madhya Pradesh, India. Established in 1997, the school is under the management of the Department of Education and serves students from Class 1 to Class 5. Its unique identifier is code 23300525201.

The school’s infrastructure includes a government building housing three classrooms, all in good condition. The school also boasts a playground and a library stocked with 50 books, essential resources for the students’ holistic development. Clean drinking water is provided through functional hand pumps, ensuring the students’ health and well-being. Separate functional boys’ and girls’ toilets are available on the premises.

The school’s academic focus is primarily on Hindi instruction. Two male teachers dedicate their efforts to providing quality education to the students. The school operates as a co-educational institution, catering to both boys and girls. Importantly, midday meals are provided and prepared within the school premises, ensuring that students receive adequate nutrition.

While the school lacks electricity and a computer-aided learning lab, it offers a basic educational foundation to the children in its rural community. The absence of computers does not impede the school’s commitment to providing primary education. The availability of a library, even with a modest collection of 50 books, demonstrates the school’s effort to foster a love for reading and learning.

The school’s infrastructure is functional, with necessary facilities like toilets and a water source. The lack of a boundary wall is noted, but does not seem to affect the school’s operation. The presence of a playground is a positive aspect, offering a vital space for children to engage in physical activity and recreation.

The school’s accessibility is ensured by its location on an all-weather road, making it easily reachable for students, regardless of weather conditions. The academic year commences in April, aligning with the typical Indian academic calendar. The school does not offer pre-primary education and has no plans to become a residential school.

The dedicated team of two male teachers works diligently to ensure quality education for the students. The absence of female teachers is noteworthy and might indicate a need for further recruitment to enhance the school’s capacity and provide more diverse perspectives.

The school’s management remains committed to providing a fundamental education to the children in its rural community. Despite lacking certain modern amenities, the school fulfills its core purpose of delivering primary education. Its continued operation and contribution to the community underscore the importance of education in even the most resource-constrained settings.

This small school in a rural setting plays a crucial role in providing foundational literacy and numeracy skills to young children. The school’s contribution to the community is immeasurable, laying the groundwork for future educational pursuits and overall development. The collaborative efforts of teachers, students, and the community are vital to the school’s success.

UEGS Pura Kher Khedi, despite its limitations, demonstrates the resilience and commitment to education in underserved areas. Its existence highlights the importance of continued support and resource allocation to such schools, thereby ensuring that every child has access to quality education. This access is a cornerstone of individual and community development and ultimately contributes to the advancement of society as a whole.