GOVT MS. DOBHA

GOVT MS. DOBHA was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in POHRI block of SHIVPURI 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 4 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 120 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. Dobha: A Rural Upper Primary School in Madhya Pradesh

Govt. MS. Dobha, a government-run upper primary school, serves the rural community of Pohri block in Shivpuri district, Madhya Pradesh. Established in 2008 under the Department of Education, this co-educational institution provides education for students from classes 6 to 8. The school’s commitment to learning is evident in its existing resources and facilities.

Infrastructure and Resources: The school boasts four classrooms in good condition, ensuring a conducive learning environment for its students. A library houses 120 books, offering students access to valuable reading materials. The presence of a playground fosters physical activity and recreation, contributing to the holistic development of the children. Access to drinking water is facilitated by functional hand pumps. Importantly, ramps are available, ensuring accessibility for students with disabilities. While the school building is government-owned, it lacks a boundary wall. Electricity is present, though currently non-functional.

Teaching and Learning: Hindi serves as the medium of instruction. Two male teachers dedicate their expertise to educating the students. The school’s curriculum focuses on upper primary education (classes 6-8) and does not include a pre-primary section. The absence of a computer lab and computers limits the integration of technology into the learning process. Mid-day meals are provided, although they are not prepared on school premises.

Accessibility and Contact: Situated in a rural area, the school is accessible via an all-weather road. Further information regarding specific contact details, such as phone number or email, was unavailable at the time of data collection. Similarly, the precise geographic location (latitude and longitude) remains unlisted. The school’s pincode is 473775.

Operational Aspects: The school operates on a typical academic calendar, commencing its session in April. The school is not a residential facility. The building serves solely as a school and is not used for any other purpose, such as shifting classes or housing residential students.

Community Impact: Govt. MS. Dobha plays a vital role in providing quality education to children in a rural setting. Its dedication to upper primary education, along with the availability of essential facilities like a library and playground, positively impacts the community by promoting literacy and holistic development among its young population.

Future Development: While the school presently lacks certain resources such as a functional electricity connection, computer aided learning facilities and a boundary wall, the presence of basic infrastructure suggests potential for future improvements and expansion. Further investment in these areas could significantly enhance the learning experience for students.

Conclusion: Govt. MS. Dobha stands as a testament to the importance of providing education in underserved rural areas. Despite some limitations, the school’s unwavering dedication to its students underscores its significant contribution to the community. Efforts towards enhancing its infrastructure and resources will only amplify its positive influence on the students’ future prospects.

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