MS TIKURI 32

MS Tikuri 32: A Rural Upper Primary School in Rewa, Madhya Pradesh

MS Tikuri 32, a government-run upper primary school, stands as a vital educational institution serving the rural community of Gangeo block in Rewa district, Madhya Pradesh. Established in 1955, the school is managed by the Department of Education and caters to students from classes 6 to 8. Its location in a rural area underscores its crucial role in providing access to education in a less-developed region.

The school's infrastructure comprises three classrooms, all in good condition, and additional rooms dedicated to non-teaching activities, including a separate space for the head teacher. A key feature is the school's library, housing 300 books, fostering a culture of reading and learning among the students. Further enhancing the learning environment is the presence of a playground, offering a space for recreation and physical activity. The school also boasts readily available hand pumps providing a reliable source of drinking water. Sanitary facilities include separate functional toilets for boys and girls.

MS Tikuri 32 operates as a co-educational institution, providing equal opportunities for both boys and girls. Notably, the school is a residential school, providing accommodations for its students and staff. Hindi serves as the primary language of instruction, reflecting the linguistic landscape of the region. The school operates on a typical academic calendar, commencing in April.

The school's teaching staff consists of one male teacher and a head teacher, Mishri Lal Kol. While the school lacks computer-aided learning facilities and computers, the presence of a well-stocked library and a playground indicates a commitment to a holistic educational approach, encompassing both academic and recreational needs. The absence of a boundary wall and electricity connection highlight areas requiring future development.

The school's mid-day meal program, prepared and provided on the school premises, ensures that students receive a nutritious meal during their school day, addressing a critical aspect of education and well-being.

The lack of ramps for disabled children indicates a potential area for future improvement, aligning the school with principles of inclusivity and accessibility. The absence of pre-primary sections indicates the school's focus on upper primary education.

The school's commitment to providing education in a rural setting highlights the importance of government-funded initiatives. Further investment in infrastructure, such as electricity and computer-aided learning facilities, would enhance the school's capabilities, further boosting educational outcomes.

MS Tikuri 32 serves as a testament to the enduring importance of education in rural communities, providing foundational learning opportunities for young minds. The school's existing resources, combined with potential future improvements, ensure its continued significance in the local community.

The school's success relies on the dedication of its teachers and the support of the Department of Education. Continuous monitoring and evaluation of the school's performance are crucial for identifying areas requiring improvement and ensuring that the students receive a high-quality education.

The school's profile underscores the challenges and opportunities faced by educational institutions in rural India. Addressing infrastructural gaps and ensuring access to modern learning resources would significantly benefit the students and the community. However, the school's existing resources and its commitment to providing a holistic learning experience are commendable.

In conclusion, MS Tikuri 32 represents a valuable educational institution in a rural setting. The combination of its dedicated staff, existing facilities, and the potential for future growth underscores its ongoing importance in the community. Its story reflects the broader narrative of education in rural India and the continuous efforts to improve access to quality learning for all.

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.