UGEGS RESKILI F, KAKARWAL

UGEGS RESKILI F, KAKARWAL was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SONDWA 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 no playground. The school has no library and has 0 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.

UGEGS RESKILI F, KAKARWAL: A Rural Primary School in Madhya Pradesh

UGEGS RESKILI F, KAKARWAL is a government-run primary school located in the rural area of SONDWA block, ALIRAJPUR district, Madhya Pradesh, India. Established in 1997, this co-educational institution is under the management of the Tribal/Social Welfare Department and caters to students from classes 1 to 5. The school’s infrastructure includes two classrooms, a separate room for the teacher, one boys’ toilet, and one girls’ toilet. The primary medium of instruction is Hindi.

The school’s operational aspects highlight its reliance on hand pumps for drinking water. The absence of a boundary wall, electricity connection, playground, library, and computer-aided learning facilities underscores the need for infrastructural improvements. There are currently no computers available for educational purposes, and the school does not offer a pre-primary section. The mid-day meal program is implemented, although meals are not prepared on the school premises.

The school’s staffing consists of a single male teacher. The lack of female teachers, head teachers, and any form of pre-primary instruction points to potential limitations in offering a comprehensive educational experience. The school’s management structure also does not include any contract teachers. The school building is in good condition and well-maintained for the use of its students.

The school’s accessibility is facilitated by an all-weather road, ensuring students can attend classes throughout the year, regardless of weather conditions. The academic year commences in April. The absence of ramps for disabled children highlights a potential area needing attention to ensure inclusivity for all students.

The lack of a library and books further underscores the need for resource improvements to enrich the learning environment. The school’s location in a rural area presents unique challenges and opportunities. While this presents logistical difficulties, it also offers the opportunity to play a crucial role in the educational advancement of children in this underserved community.

The data reveals that UGEGS RESKILI F, KAKARWAL operates within limitations but remains committed to providing primary education to the children in its area. The single male teacher’s dedication and the school’s existing infrastructure showcase the ongoing effort to provide basic educational needs despite resource constraints.

The school’s location in a rural area signifies its important role in fostering education access for children who might otherwise lack opportunities. This underscores the importance of continued support and investment to bolster its resources and capabilities, which would allow for better teaching practices and better facilities for its students.

The absence of several key amenities, such as a library, playground, and computer lab, presents both challenges and opportunities for future development. The school’s management and staff could explore partnerships with local organizations and government initiatives to acquire these resources and enhance the overall learning experience.

The school’s reliance on hand pumps for drinking water presents concerns regarding water quality and hygiene. Improving this aspect is crucial for the health and well-being of the students. Investing in modern sanitation and water purification systems would significantly improve the school’s environment.

The provision of mid-day meals, though prepared off-site, indicates a commitment to students’ nutritional needs. However, exploring the possibility of on-site meal preparation could ensure greater control over food quality and hygiene, and possibly even increase local employment opportunities.

Finally, the data highlights the need for additional teachers and resources to further improve the quality of education offered. Recruitment drives focused on attracting qualified female teachers would increase diversity among teaching staff, benefitting students. Furthermore, efforts to secure funding and resources for infrastructural improvements are paramount to provide a conducive learning environment for the community it serves.