GOVT PS (E) KHERWAHA, BARETHI

GOVT PS (E) KHERWAHA, BARETHI was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in SHAHGARH block of SAGAR 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 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 50 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.

Govt PS (E) Kherwaha, Barethi: A Rural Primary School in Madhya Pradesh

Govt PS (E) Kherwaha, Barethi, a government primary school located in the rural area of Shahagarh block, Sagar district, Madhya Pradesh, serves the educational needs of children in the region. Established in 2002 under the Department of Education, this co-educational institution offers primary education from classes 1 to 5, using Hindi as the medium of instruction. The school’s academic year begins in April, providing a consistent learning environment for its students.

Infrastructure and Facilities:

The school building, a government structure, comprises three well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, and a separate space is designated for the head teacher. While the school currently lacks a boundary wall and electricity, it does boast a functional playground, a library stocked with 50 books, and hand pumps providing a reliable source of drinking water. Importantly, ramps are available to ensure accessibility for disabled children. The provision of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and inclusive learning environment. The school also participates in the mid-day meal program, ensuring students receive nutritious meals.

Teaching Staff and Curriculum:

The school employs two teachers – one male and one female – dedicated to educating its students. The curriculum focuses on delivering a robust primary education, equipping students with the foundational knowledge and skills necessary for their future academic endeavors. The school is not currently equipped with computers or a computer-aided learning lab, but its commitment to quality education remains steadfast.

Accessibility and Community Engagement:

The school is conveniently accessible via an all-weather road, facilitating easy commutes for both students and staff. Its location in a rural area underscores its vital role in serving the community’s educational needs. The school’s dedication to providing quality education, even without certain amenities, reflects a deep commitment to the development of the children in its care. Its simple infrastructure yet robust educational provision exemplifies the power of focused and committed teaching.

Future Aspirations:

While the school currently lacks certain amenities like electricity and a boundary wall, its active participation in the mid-day meal program and its provision of a library and playground highlight a commitment to enhancing the student experience. The presence of ramps also indicates proactive measures toward inclusivity. Future development may include securing electricity, constructing a boundary wall, and possibly incorporating technology into the classroom.

Conclusion:

Govt PS (E) Kherwaha, Barethi represents a vital educational resource in a rural community. Despite facing some infrastructure limitations, the school’s dedication to its students, its committed teaching staff, and its supportive environment underscore its important contribution to the local area. The provision of basic amenities like drinking water, toilets, and a playground, coupled with the school’s participation in the mid-day meal program, showcases a commitment to providing a holistic learning experience for its students. The school’s management by the Department of Education ensures a framework for continued growth and improvement in the future. The focus remains on equipping young minds with the foundational knowledge and skills needed for success.

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