UEGS TERSINGH FALYA MOYADA

UEGS TERSINGH FALYA MOYADA was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in PANSEMAL 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 0 girls toilet and it is functional. The school has a 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 Tersingh Falya Moyada: A Rural Primary School in Madhya Pradesh

UEGS Tersingh Falya Moyada is a government-run primary school located in the rural area of PANSEMAL block, BARWANI district, Madhya Pradesh, India. Established in 1998 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from Class 1 to Class 5. The school’s primary language of instruction is Hindi.

The school building, a government structure, houses three classrooms in good condition, along with additional rooms dedicated to non-teaching activities and a space for the teacher. While lacking a boundary wall and electricity, the school boasts a playground and a library containing 80 books. The provision of drinking water is ensured through functional hand pumps. A notable feature is the availability of ramps for disabled children, ensuring inclusivity. The school operates on a traditional academic calendar, beginning its sessions in April.

Meals are provided and prepared on the school premises, indicating a commitment to student well-being. The school is accessible via an all-weather road, ensuring consistent accessibility for both students and staff. A single male teacher staffs the school, dedicated to imparting education to the students. The absence of computers or a computer-aided learning lab highlights areas for potential future development.

The school’s location in a rural setting underscores the importance of its role in the community. It serves as a vital center for education, contributing to the development and growth of the region’s young population. The school’s limited resources, despite the commitment of its staff, emphasize the need for continued support and investment in rural educational infrastructure.

The lack of a pre-primary section might limit access to early childhood education for younger children in the vicinity. While the presence of a library is a valuable asset, expanding its collection and resources would significantly benefit the students. Similarly, the absence of computers and a computer-aided learning lab could be addressed to enhance the educational experience and prepare students for the technological demands of the future.

The school’s existing infrastructure, while functional, could benefit from upgrades to enhance the overall learning environment. Securing electricity and constructing a boundary wall would provide a safer and more conducive learning space for the children.

The school’s management by the Tribal/Social Welfare Department indicates a focus on supporting the educational needs of marginalized communities. The department’s continued engagement is essential for ensuring the school receives adequate resources and support to thrive.

The single male teacher’s dedication highlights the commitment to education despite resource limitations. The addition of more teachers could improve the quality of education and allow for smaller class sizes, providing more individual attention to each student.

This small, rural school plays a significant role in the education of children in its community. The school’s features reflect the challenges faced by rural educational institutions, but also demonstrate resilience and a strong dedication to providing primary education despite limited resources.

UEGS Tersingh Falya Moyada provides a crucial educational foundation to the young people of the region, and with further support and investment, this vital community asset can flourish and better serve the students it supports. The school’s continued operation demonstrates a commitment to education in underserved areas, offering a vital pathway to opportunities for the next generation.