ANUDAN HARIYA KHEDI

ANUDAN HARIYA KHEDI was established in 1959 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in POHRI block of SHIVPURI 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 1 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 Pucca But Broken 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 102 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.

Anudan Hariya Khedi Primary School: A Profile

Anudan Hariya Khedi Primary School, located in the rural area of Pohri block, Shivpuri district, Madhya Pradesh, is a government-run, co-educational institution established in 1959 under Pvt. Aided management. Its primary focus is on providing education to students from Class 1 to Class 5, using Hindi as the primary language of instruction. The school operates within a single-story building with a single classroom. Despite its age, the school offers a range of resources to support its students’ learning.

The school’s infrastructure, while functional, shows signs of age. The building is described as “Pucca But Broken,” highlighting the need for potential maintenance and repairs. However, the presence of a library stocked with 102 books, and a playground, indicates a commitment to providing a well-rounded learning environment. Accessibility features are in place, with ramps available for students with disabilities. A reliable source of drinking water, through hand pumps, ensures the students’ hydration throughout the school day.

The school’s academic resources are limited but sufficient for its current student population. Instruction is conducted solely in Hindi, with a single male teacher leading the educational efforts. Mid-day meals are provided, though not prepared on the school premises. This highlights a reliance on external support for nutrition, a factor that may contribute to the school’s operational efficiency.

The school’s location in a rural setting presents both challenges and opportunities. The accessibility of the school by road during all weather conditions indicates good connectivity, which can facilitate ease of access for students and staff. Yet, the absence of electricity and computer-aided learning facilities underscores the need for infrastructural improvements to enhance the educational experience.

The lack of additional amenities, such as separate restrooms for boys and girls, and the absence of computers, indicate areas for potential future development. These aspects, while not currently present, represent opportunities to further enhance the learning environment and improve the overall educational offering at Anudan Hariya Khedi Primary School.

The absence of a pre-primary section or higher secondary classes reflects the school’s specific mandate as a primary school. This focus allows the school to concentrate its resources effectively on providing high-quality primary education to the students in its care.

The school’s historical context, dating back to 1959, reflects its enduring contribution to the community. Its continued operation, despite infrastructural limitations, showcases the commitment of both staff and the supporting administration to providing essential education to the children in the area.

The school’s management structure as Pvt. Aided indicates a collaborative effort between private and public sectors in the delivery of education. This blended model could be a successful approach for enhancing the sustainability of rural schools.

Further investment in infrastructure, technological resources, and additional teaching staff would significantly enhance the school’s capacity. However, the existing facilities, combined with dedicated teaching staff, ensures that basic educational needs are met for the students.

Anudan Hariya Khedi Primary School serves as a vital educational hub within its community. Despite the challenges of resource limitations, the school provides a foundational education and fosters a conducive learning environment. Future development efforts would further amplify the school’s potential, positively impacting the lives of its students and the broader community.