GOVT MS MANESHIYA (KALA)

GOVT MS MANESHIYA (KALA) was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in RAHATGARH block of SAGAR 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 Hand Pumps 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 241 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.

Govt MS Maneshiya (Kala): A Rural Upper Primary School in Madhya Pradesh

Govt MS Maneshiya (Kala) is a government-run upper primary school located in the rural area of Rahatgarh block, Sagar district, Madhya Pradesh. Established in 2007, this co-educational institution falls under the Department of Education’s management and caters to students from classes 6 to 8. The school’s primary instructional medium is Hindi.

The school’s infrastructure comprises a government building with three well-maintained classrooms dedicated to teaching. Two additional rooms are available for non-teaching activities, and a separate space is provided for the teachers. While the school lacks a boundary wall and electricity, it does boast a functional playground and a library stocked with 241 books. The provision of drinking water is ensured through hand pumps. Toilet facilities are available for both boys and girls. Importantly, the school provides mid-day meals, although these are not prepared on-site.

Despite the absence of computer-aided learning and computers, the school prioritizes accessibility. Ramps are in place to ensure students with disabilities can easily access the classrooms. The school is accessible via an all-weather road and begins its academic year in April. The school’s commitment to education shines through in its provision of resources despite infrastructural limitations.

The school’s staff consists of a single female teacher, highlighting the dedication of a small, yet impactful, teaching force. The absence of additional teachers underscores the need for further resources and support in this rural setting. This emphasizes the importance of community involvement and continued government support to enhance the educational experience for the students.

The lack of electricity presents a significant hurdle to the school’s modernization efforts, hindering the implementation of computer-aided learning and other technological advancements. Securing electricity supply would drastically improve the learning environment and open doors to a wider range of teaching resources.

The presence of a library with a considerable number of books indicates the school’s focus on fostering a love of reading and learning amongst its students. This library serves as a valuable resource for supplementing classroom learning and enriching the educational experience beyond the curriculum.

The school’s location in a rural area poses both challenges and opportunities. The commitment of the single female teacher to educate children in this area is commendable, reflecting the dedicated individuals working in underserved communities. This setting provides the opportunity to create tailored educational programs that address the specific needs and challenges of the community.

The absence of a boundary wall is a concern, raising safety and security considerations. This aspect highlights the need for improvements in school infrastructure to ensure a safe and secure learning environment for the students. Future developments should prioritize enhancing security features to protect the children and school property.

The school’s reliance on hand pumps for drinking water, while functional, emphasizes the need for ongoing maintenance and monitoring of water quality. Ensuring access to safe and clean drinking water remains a crucial element for the health and well-being of the students.

In conclusion, Govt MS Maneshiya (Kala) is a small but vital educational institution providing much-needed upper primary education in a rural setting. While facing challenges regarding infrastructure and resources, the school displays a steadfast commitment to its students, showcasing the dedication of its staff and the potential for growth with further investment and support. The school’s progress will significantly benefit from investments in electricity, enhanced security features, and the addition of more teachers.