K.P.S DABRIYAPURA

K.P.S DABRIYAPURA was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SEGAON block of KHARGONE 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 42 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.

K.P.S Dabriyapura: A Rural Primary School in Madhya Pradesh

K.P.S Dabriyapura, a government-run primary school, serves the rural community of Segaon block in Khargone district, Madhya Pradesh. Established in 1997 under the management of the Tribal/Social Welfare Department, this co-educational institution provides primary education (grades 1-5) to its students. The school’s commitment to education is evident in its dedicated teaching staff and available resources.

The school building, a government facility, houses three well-maintained classrooms dedicated to instruction. Two additional rooms support non-teaching activities, ensuring a functional learning environment. While the school lacks a boundary wall and electricity, essential amenities are in place. The school’s drinking water source is functional hand pumps, ensuring access to clean water for students and staff. Furthermore, the provision of separate boys’ and girls’ toilets reflects a commitment to basic hygiene and safety.

A notable feature of K.P.S Dabriyapura is its library, containing 42 books to support learning beyond the classroom. This signifies an effort to promote literacy and a love of reading among the students. The school also provides mid-day meals, prepared and served on the school premises, addressing the nutritional needs of the children. Access for students with disabilities is ensured through ramps, further demonstrating the school’s dedication to inclusivity.

The school’s instruction is primarily conducted in Hindi, reflecting the local language. Its teaching staff comprises two male teachers, dedicated to providing quality education to the students. Although lacking computer-aided learning facilities and a playground, the school provides a functional learning environment.

K.P.S Dabriyapura operates within a rural setting, and is accessible by all-weather roads. The academic year commences in April, aligning with the typical academic calendar in the region.

The school’s location in a rural area underscores its crucial role in providing education opportunities to children who might otherwise lack access. Its facilities, while not extensive, are functional and contribute to creating a suitable learning environment.

The management’s commitment to providing mid-day meals is commendable, demonstrating a holistic approach to student welfare. This nutritional support complements the academic instruction, contributing to the overall well-being of the children.

The availability of a library, even with a modest collection of books, shows a dedication to fostering a love for reading and learning. Access to reading material is crucial in broadening educational horizons and developing essential literacy skills.

The absence of certain facilities, such as computers and a playground, highlight the ongoing needs within the school. This underscores the continuous need for development and support to enhance its educational resources and overall learning environment.

The school’s dedication to inclusivity is evident in the provision of ramps for students with disabilities. This ensures equitable access to education for all, regardless of physical limitations.

In conclusion, K.P.S Dabriyapura serves as a vital educational hub for its community, providing essential primary education and supporting services within its resource constraints. Future investments in facilities and resources could further enhance its already commendable contributions to the education of children in rural Madhya Pradesh.