GPS AMHA TOLA

GPS AMHA TOLA: A Rural Primary School in Madhya Pradesh, India

GPS AMHA TOLA is a government primary school located in the rural RAMPUR BAGHELAN block of SATNA district, Madhya Pradesh, India. Established in 1998, the school is managed by the Department of Education and serves students from Class 1 to Class 5. Its unique identifier is 23130600804.

The school's infrastructure includes a government building with two classrooms, all in good condition. Two additional rooms support non-teaching activities, and a dedicated space is provided for the teachers. A significant asset is a library containing 521 books. Hand pumps provide drinking water to the school. Toilets are available separately for boys and girls. The absence of a boundary wall, electricity, and a playground are notable aspects of the school's facilities.

The school's teaching staff comprises two male teachers, who deliver instruction in Hindi. Meals are provided and prepared on the school premises, reflecting a commitment to the students' well-being. The school's rural location makes its accessibility via all-weather roads crucial. The academic session commences in April.

The school's co-educational setting caters to students from diverse backgrounds. The lack of a pre-primary section indicates a focus on primary education. Furthermore, the school does not offer computer-aided learning, nor does it possess any computers. Ramps for disabled access are not currently present. The school's management model ensures effective governance and resource allocation.

GPS AMHA TOLA's commitment to education is evident in its provision of a library, despite the limited resources. The presence of separate toilet facilities for boys and girls highlights the school’s efforts to maintain hygiene and create a supportive learning environment. The provision of midday meals speaks to the school’s dedication to ensuring students are well-nourished, enhancing their capacity for learning.

The school's operational details, including the use of Hindi as the medium of instruction and the commencement of the academic year in April, align with the regional education system's norms. The absence of certain amenities underscores the need for continued development and investment in educational infrastructure. However, the core teaching functions are effectively managed within the current resources.

The lack of electricity poses a challenge, especially in the modern technological age. The absence of computer facilities limits opportunities for enhanced learning experiences. Despite these limitations, the school strives to provide a basic education to the children in the rural community.

The school's library is a notable feature, providing crucial access to learning resources for students. The consistent provision of midday meals enhances the children's learning potential by addressing their nutritional needs. The school’s management operates under the guidance of the Department of Education, which indicates that it operates according to the established standards of the region.

The information provided offers a comprehensive overview of GPS AMHA TOLA's current status and operational characteristics. It clearly delineates the school's achievements and areas needing improvement, contributing to a nuanced understanding of the educational landscape in the region.

In conclusion, GPS AMHA TOLA exemplifies the challenges and achievements of rural education in India. While the school faces limitations in terms of infrastructure and resources, its dedication to providing basic education and nurturing the students' well-being is commendable. Continued support and investment are essential to ensure the school can better serve the needs of its community. Future developments and resource allocation will significantly impact the quality of education delivered at GPS AMHA TOLA.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.