UEGS VIKEKA KOH

UEGS VIKEKA KOH was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in OBEDULLAGANJ block of RAISEN 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 1 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 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 a playground. The school has a library and has 74 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 VIKEKA KOH: A Rural Primary School in Raisen, Madhya Pradesh

UEGS VIKEKA KOH, a government-run primary school, stands as a vital educational institution serving the rural community of Obedullaganj block in Raisen district, Madhya Pradesh. Established in 2002 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5. The school’s commitment to providing quality education is evident in its well-maintained infrastructure and dedicated teaching staff.

Infrastructure and Resources:

The school boasts a single classroom, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity, the school compensates with other essential facilities. A functional boys’ and girls’ toilet each ensures hygiene and sanitation, while a library stocked with 74 books fosters a love for reading. The presence of a playground provides a much-needed space for recreational activities and physical development. Importantly, ramps for disabled children ensure accessibility for all students. The school also offers mid-day meals, prepared and provided on the school premises, ensuring no student faces hunger.

Teaching Staff and Curriculum:

The school employs two male teachers who deliver instruction primarily in Hindi. The school focuses on providing a comprehensive primary education. Despite the absence of a pre-primary section and computer-aided learning facilities, the school’s dedicated teachers strive to impart quality knowledge and skills to their students. The absence of computers doesn’t hinder the learning process, indicating a focus on traditional teaching methods and the utilization of available resources.

Accessibility and Location:

Situated in a rural area, the school’s accessibility is noteworthy. The school is easily reachable by road, making it convenient for students from surrounding villages. The school’s rural location highlights its significant role in bringing educational opportunities to underserved communities.

School Management and Administration:

Managed by the Department of Education, the school adheres to established educational standards and curriculum guidelines. While lacking a designated head teacher, the management ensures the smooth functioning of the school with its dedicated teaching staff.

Community Engagement and Future Prospects:

The school plays a vital role in the community, providing essential primary education to children in a rural setting. The provision of mid-day meals underscores the school’s commitment to the well-being of its students. Future development plans for the school might include the addition of electricity, a boundary wall, computer facilities, and perhaps even expanding the curriculum.

Conclusion:

UEGS VIKEKA KOH, despite its limitations, demonstrates a steadfast commitment to providing basic education to children in a rural area. The school’s dedicated teachers, combined with the presence of key infrastructure such as a library and playground, contribute to a positive learning environment. The school serves as a beacon of hope, empowering students with the knowledge and skills necessary to thrive in the future.

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