UG EGS BHAGADI K F. KALIKETAR

UG EGS BHAGADI K F. KALIKETAR was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JOBAT block of ALIRAJPUR 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 4 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 Under Construction 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 no playground. The school has a library and has 30 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.

UG EGS BHAGADI K F. KALIKETAR: A Rural Primary School in Madhya Pradesh

UG EGS BHAGADI K F. KALIKETAR is a government primary school located in the rural area of Jobat block, Alirajpur district, Madhya Pradesh. Established in 1998 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from Class 1 to Class 5. The school utilizes Hindi as its primary language of instruction.

The school building, though government-owned, is currently undergoing boundary wall construction. While electricity is available, it is not currently functional. However, the school ensures access to clean drinking water through functional hand pumps. Sanitation is provided via one boys’ toilet and one girls’ toilet, ensuring a basic level of hygiene for the students.

The school boasts a library, stocked with 30 books, offering students access to supplementary reading material. However, a playground is currently absent from the school grounds. The school does not currently possess computers or a computer-aided learning lab.

Three female teachers dedicate their time to educating the students. Meals are provided to the students but are not prepared on the school premises. The school’s academic focus remains solely on primary education (Classes 1-5), with no pre-primary section.

The school’s infrastructure includes four classrooms in good condition, in addition to two rooms for non-teaching activities. A dedicated room for the head teacher or a teacher is also available. Accessibility for disabled children is yet to be addressed, as the school currently lacks ramps.

The school operates on an academic session commencing in April. Its location is easily accessible via all-weather roads. The school building is not used as a shift-school and does not provide residential facilities.

UG EGS BHAGADI K F. KALIKETAR, while facing some infrastructural challenges, provides essential primary education to the children of the rural Jobat community. With the support of the Tribal/Social Welfare Department, the school continues to strive towards providing a better learning environment for its students. Future development plans may focus on improving infrastructure, procuring educational technology, and enhancing the overall learning experience.

The school’s dedication to providing education in a resource-constrained setting underscores the importance of community support and government initiatives to uplift educational opportunities in rural areas of India. The school’s commitment to providing quality primary education is commendable, even with its existing limitations. Further development and investment could significantly enhance the school’s capabilities and improve the learning outcomes for its students.