HS MORAD

HS MORAD was established in 2009 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in MANAVAR block of DHAR district of Madhya Pradesh. The school consists of Grades from 9 to 10. 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 0 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 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 82 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 Not Applicable providing mid-day meal.

HS MORAD: A Rural Secondary School in Dhar, Madhya Pradesh

HS MORAD, a secondary school located in the rural area of Manavar block, Dhar district, Madhya Pradesh, offers a glimpse into the educational landscape of India’s villages. Established in 2009 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from classes 9 to 10. The school’s commitment to education is evident in its dedication to providing quality learning despite resource limitations.

The school’s infrastructure, while modest, serves its purpose. Housed in a government building, HS MORAD currently lacks dedicated classrooms, yet it maintains a functional learning environment. Two boys’ toilets and one girls’ toilet ensure basic sanitation facilities. The school’s library, containing 82 books, represents a valuable resource for students’ learning and research. Access to potable water is ensured through functional hand pumps on the premises. Importantly, the school’s instruction is conducted in Hindi, aligning with the local language and ensuring accessibility for its students.

The teaching staff comprises a dedicated team of five teachers, four male and one female. These educators are instrumental in delivering the State Board curriculum for class 10. This dedicated faculty plays a crucial role in shaping the academic future of the students.

Despite not having electricity or a boundary wall, the school maintains a functional learning environment. The absence of computer-aided learning facilities and computers underscores the need for further technological advancements in the school. Moreover, the lack of a playground reflects a potential need for recreational facilities to supplement the educational program.

While the school is not a residential institution, its location and accessibility through all-weather roads enable students to commute safely. The school’s operational details are noteworthy, with academic sessions commencing in April.

The absence of a pre-primary section and the school’s non-residential nature provide context to the school’s current scope. The availability of a library, though modest in size, demonstrates the school’s commitment to fostering reading and independent learning.

The school’s management by the Tribal/Social Welfare Department highlights its focus on providing educational opportunities to underserved communities. This dedication underlines the importance of government support in providing quality education in rural areas.

HS MORAD’s story highlights the challenges and triumphs of rural education. While facing infrastructural limitations, the school showcases the commitment of its teachers and the significance of accessible education in shaping the future of its students.

The school’s dedication to providing education despite resource constraints underscores the need for continued support and investment in rural education infrastructure. This investment would enable the school to expand its facilities and further enhance the learning environment for its students.

Finally, HS MORAD represents a beacon of hope in rural Madhya Pradesh, serving as a testament to the power of education to transform lives. The school’s continued operation and its dedication to its students highlight the potential for growth and improvement with continued support and investment.