GIRLS PS KARKAT

GIRLS PS KARKAT was established in 1995 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in GOHPARU block of SHAHDOL district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Girls 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 2 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 Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 60 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 and Prepared in School Premises providing mid-day meal.

Girls PS Karkat: A Comprehensive Profile of a Rural Primary School in Madhya Pradesh

Girls PS Karkat, a primary school nestled in the rural landscape of the Gohaparu block in Shahdol district, Madhya Pradesh, stands as a testament to educational access in a remote area. Established in 1995 under the management of the Tribal/Social Welfare Department, this girls’ school plays a vital role in the community. Its commitment to education is evident in its facilities and teaching staff, despite the challenges faced in a rural setting.

The school building, a government structure, houses two classrooms dedicated to instruction. These classrooms, maintained in good condition, provide a conducive learning environment for the students. The school also boasts a library, stocked with 60 books, fostering a love for reading among the young learners. A playground provides a space for recreation and physical activity, crucial for holistic development.

The school’s infrastructure also includes essential amenities. Hand pumps provide a reliable source of drinking water, ensuring the students’ hydration throughout the school day. Separate toilet facilities, with one for boys and two for girls, cater to the students’ hygiene needs. Importantly, the school has ramps for disabled children, emphasizing its commitment to inclusivity and accessibility.

The school’s curriculum focuses on primary education, encompassing classes 1 through 5. Hindi serves as the primary language of instruction. The dedicated teaching staff comprises one male teacher and one female teacher, ensuring personalized attention to the students. The school also offers a mid-day meal program, ensuring that students receive nutritious meals while attending classes.

While the school currently lacks electricity and a boundary wall, the provision of other essential facilities demonstrates the community’s dedication to the students’ welfare. The absence of a computer-aided learning lab and computers does not diminish the commitment to providing quality primary education.

The school’s location in a rural area presents certain challenges, but the availability of an all-weather road enhances accessibility. The school operates within the standard academic calendar, commencing its sessions in April.

The absence of a pre-primary section and the school’s non-residential nature reflect its current operational structure. This focus on primary education allows the school to concentrate its resources on providing a strong foundation for its students.

The school’s management by the Tribal/Social Welfare Department underscores the government’s commitment to providing education in underserved regions. The collaborative effort between the government and the community is evident in the school’s existence and its provision of basic amenities.

Girls PS Karkat, despite its modest size and resources, serves as a beacon of hope for young girls in a rural setting. The school’s commitment to providing quality education, regardless of the challenges faced, highlights the importance of education in empowering girls and shaping their futures.

The school’s profile underscores the need for continuous improvement and support to enhance its facilities and resources. Future development could include electrification, the construction of a boundary wall, and the introduction of computer-aided learning to better equip these girls for the future.