UG EGS KHODARA F UBALAD

UG EGS KHODARA F UBALAD 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 2 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 1 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 but not Prepared in School Premises providing mid-day meal.

UG EGS KHODARA F UBALAD: A Rural Primary School in Madhya Pradesh

UG EGS KHODARA F UBALAD 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 serves students from Class 1 to Class 5. The school’s instruction medium is Hindi, catering to the local linguistic needs of the community.

The school building, a government structure, houses two classrooms in good condition, ensuring sufficient space for learning activities. A key feature is the presence of a library, stocked with 80 books, supporting students’ reading habits and academic enrichment. Furthermore, the school boasts a playground, providing a vital space for recreation and physical activity, contributing to the holistic development of students. Hand pumps serve as the reliable source of drinking water for the school community.

The school’s infrastructure includes separate functional toilets for boys and girls, demonstrating a commitment to basic sanitation and hygiene. The school’s location, accessible via all-weather roads, ensures convenient access for students and staff regardless of weather conditions. The academic year commences in April, following the standard academic calendar. The school also notably lacks a boundary wall, highlighting potential areas for future infrastructure improvements.

While the school provides mid-day meals, it is important to note that these meals are not prepared on the school premises. The school’s resources are limited, with no computers available for educational purposes, and no computer-aided learning lab. The absence of a pre-primary section means the school focuses solely on primary education (Classes 1-5).

The school’s dedicated staff comprises two male teachers who work tirelessly to impart knowledge and nurture the young minds under their care. Despite its humble resources, UG EGS KHODARA F UBALAD plays a crucial role in providing primary education to the children of the rural community. The school’s commitment to education, despite lacking certain amenities, highlights its importance to the local area.

The school’s lack of electricity remains a significant challenge, potentially hindering certain learning activities and requiring exploration of alternative solutions for improved educational facilities. The absence of ramps poses a barrier to accessibility for students with disabilities, indicating a need for future improvements to ensure inclusivity for all learners. Despite these limitations, the school’s presence demonstrates a commitment to providing educational opportunities in a geographically remote area.

The school’s management could explore avenues for securing funding to address the lack of electricity, improve infrastructure to include ramps for accessibility, and expand its resources to incorporate computer-aided learning. Partnerships with NGOs or government initiatives could be beneficial in achieving these improvements.

In conclusion, UG EGS KHODARA F UBALAD, despite its challenges, serves as a vital educational institution in its rural community. Its modest resources and dedicated staff contribute significantly to the education of local children. With further support and development, the school could overcome its limitations and even more effectively serve the community’s educational needs. The school’s existence is a testament to the dedication of the local community and the vital role of primary education in shaping the future.