M S SAKARI

M S SAKARI was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SONDWA block of ALIRAJPUR 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 6 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 Barbed Wire Fencing 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 no playground. The school has no library and has 0 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.

M S SAKARI: A Rural Upper Primary School in Madhya Pradesh

M S SAKARI is a government-run upper primary school located in the rural area of SONDWA block, ALIRAJPUR district, Madhya Pradesh. Established in 1998 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from classes 6 to 8. The school’s primary language of instruction is Hindi.

The school infrastructure includes a government building with six classrooms, all in good condition. While the school lacks electricity and a playground, it does provide essential amenities such as hand pumps for drinking water and separate functional toilets for boys and girls. A notable feature is the school’s commitment to providing mid-day meals, prepared and served on the premises. The school is securely enclosed by barbed wire fencing.

The teaching staff comprises five male teachers, dedicated to providing quality education to the students. The absence of a pre-primary section and computer-aided learning facilities highlights areas where future development could significantly benefit the students. Similarly, the lack of a library and computers limits access to supplementary learning resources.

The school’s commitment to education is evident in its provision of mid-day meals, ensuring that students’ nutritional needs are met. The school’s rural location underscores the importance of its role in providing access to education for children in this area. The management by the Tribal/Social Welfare Department reflects a commitment to providing educational opportunities for underprivileged communities.

Although the school currently lacks certain amenities, such as electricity, computers, and a library, the presence of basic facilities like functioning toilets and clean drinking water demonstrates a commitment to providing a safe and healthy learning environment. The absence of a pre-primary section indicates a focus solely on upper primary education.

The school’s structure, a government-built building with six classrooms, speaks to a level of investment in the education of the community. The school’s all-weather road accessibility ensures that students can attend school regardless of weather conditions. The April commencement of the academic year aligns with the broader educational calendar in India.

The dedicated male teachers form the backbone of the school, imparting knowledge and guiding students through their formative years. The lack of female teachers represents an area for potential improvement and expansion of the teaching staff.

Further development could focus on improving infrastructure by adding electricity, establishing a library, and introducing computer-aided learning. The addition of playground equipment would enhance recreational opportunities for students. These improvements would significantly enhance the overall educational experience for the students.

The school’s management by the Tribal/Social Welfare Department emphasizes the importance of providing educational opportunities to marginalized communities. The school serves a vital function in bridging the educational gap in its rural setting. Its ongoing operations underscore a continued commitment to providing essential education to the children of the area.

In conclusion, M S SAKARI, despite its limitations, serves as a valuable educational institution in the rural landscape of Madhya Pradesh. Its dedicated teachers and provision of basic facilities contribute significantly to the education of the students in its care. Future developments focusing on infrastructure improvements and expansion of resources promise to further enhance its capabilities.