G.M.S.KHEDI KALAN

G.M.S.KHEDI KALAN was established in 2001 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SAILANA block of RATLAM district of Madhya Pradesh. The school consists of Grades from 6 to 8. 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 3 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 None 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 a playground. The school has a library and has 193 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.

G.M.S. Khedi Kalan: A Rural Upper Primary School in Madhya Pradesh

G.M.S. Khedi Kalan, a government-run upper primary school, serves the rural community of Sailana block in Ratlam district, Madhya Pradesh. Established in 2001 under the Tribal/Social Welfare Department, this co-educational institution caters to students from classes 6 to 8. The school’s primary language of instruction is Hindi.

The school’s infrastructure includes three classrooms, all in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teachers. A playground and a library stocked with 193 books offer recreational and educational opportunities beyond the classroom. Ramps for disabled students ensure accessibility, highlighting the school’s commitment to inclusivity. While the school lacks electricity and a boundary wall, the presence of functional boys’ and girls’ toilets underscores its dedication to providing basic amenities.

The school’s teaching staff comprises three teachers: two male and one female. The school provides mid-day meals, although these are not prepared on the premises. Importantly, the school lacks computer-aided learning facilities, reflecting a potential area for improvement and future development. The absence of computers underscores a need for technological integration to enhance the learning experience.

The school’s location, while rural, is accessible via an all-weather road, ensuring convenient access for students. The academic session commences in April, aligning with the typical academic calendar in India. The absence of a pre-primary section signifies the school’s focus solely on upper primary education.

Further development could focus on the acquisition of computers and establishing a computer-aided learning lab. Installing electricity and constructing a boundary wall are also key areas for improvement, enhancing both safety and the overall learning environment.

The lack of a head teacher’s dedicated office space is another aspect deserving consideration. Improving this infrastructure could significantly improve the school administration’s efficiency.

The school’s library, despite its limited book collection, presents a valuable resource. Expanding the library collection and introducing a system for regular updates could significantly benefit students’ academic growth.

Securing electricity for the school would not only improve lighting and safety but also potentially allow for the introduction of multimedia learning tools. The addition of more computers would undoubtedly broaden educational opportunities for the students.

The school’s location in a rural area necessitates careful consideration of access to resources and technology. Support from local and national authorities could prove instrumental in bridging this gap and enhancing the educational experience for the students.

G.M.S. Khedi Kalan represents a vital educational resource within its community. While challenges exist, the school’s commitment to providing a basic education, coupled with existing facilities like the playground and library, provides a foundation for future growth and enhancement.