MS DUBAHA

MS DUBAHA: A Rural Upper Primary School in Rewa, Madhya Pradesh

MS DUBAHA, a government-run upper primary school, serves the rural community of Naigarhi block in Rewa district, Madhya Pradesh. Established in 2012 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school's location, identified by coordinates 28.78930410 latitude and 79.02495160 longitude, and its 486001 pin code, offer a geographical context for understanding its accessibility.

The school's infrastructure includes a government building housing four classrooms, all in good condition, and additional rooms for non-teaching purposes, including a dedicated space for the head teacher. While the school lacks a boundary wall and electricity, it provides access to drinking water through functional hand pumps. A notable feature is the presence of one functional girls' toilet, ensuring basic sanitation facilities for female students.

The school's academic focus is on Hindi as the primary medium of instruction, reflecting the local linguistic landscape. The curriculum covers the upper primary grades, providing essential foundational education for its students. The absence of a library and computer-aided learning facilities highlight areas where resource enhancement could significantly improve the educational experience. The provision of midday meals, although prepared off-site, underscores a commitment to addressing the nutritional needs of the students.

MS DUBAHA operates within a predominantly rural setting, influencing its accessibility and resource limitations. The absence of a school bus or other transportation arrangements necessitates students' reliance on their own means of commuting. The lack of playground facilities limits opportunities for physical activity and recreation, while the absence of computers and a library impacts the breadth and depth of learning opportunities.

The school's management structure falls under the Department of Education, a clear indication of its public nature and accountability. The absence of reported teachers may indicate a need for further investigation and clarity on staffing levels and teacher availability. This information gap underscores the importance of transparent data regarding teacher presence and the overall operational capacity of the school.

The school's co-educational nature reflects a commitment to gender equality in education. However, the lack of a pre-primary section means that younger children from the community must seek educational opportunities elsewhere. This highlights a potential gap in early childhood education provision within the local area.

The school's status as a non-residential institution means that students commute daily. This context impacts family involvement and the time commitment required for students to attend school. The rural location and lack of specific transport provisions reinforce the necessity of considering community-specific transportation challenges.

The school's physical limitations, such as the absence of a boundary wall, electricity, and playground, present both challenges and opportunities. Securing funding for infrastructure upgrades and technological integration could significantly improve the learning environment and provide a more enriching educational experience.

The absence of male and female teachers, as reported, demands attention and necessitates a thorough evaluation of the staffing situation and the steps needed to rectify the deficiency. Recruiting and retaining qualified teachers is critical to ensuring high-quality education in the school.

MS DUBAHA serves a crucial role in providing upper primary education in its rural community. However, several limitations in infrastructure, resources, and personnel need to be addressed to improve the overall quality of education and create a better learning environment for its students. Future developments and resource allocation should address these critical needs.

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.