M.S. ALISARKHEDA

M.S. ALISARKHEDA was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in M. BARODIYA block of SHAJAPUR 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 2 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 no playground. The school has a library and has 177 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.

M.S. Alisarkheda: A Rural Upper Primary School in Madhya Pradesh

M.S. Alisarkheda, a government-run upper primary school, serves the rural community of M. BARODIYA block in SHAJAPUR district, Madhya Pradesh. Established in 2003 under the Department of Education, this co-educational institution provides education for students from classes 6 to 8. The school’s focus is on providing quality education within its existing resources.

The school building itself is a testament to its dedication to education. It boasts two well-maintained classrooms, equipped to facilitate learning for its students. While lacking a boundary wall and electricity connection, the school makes alternative provisions for its students.

A key strength of M.S. Alisarkheda is its library, housing an impressive collection of 177 books, fostering a love for reading amongst its students. The school also prioritizes the well-being of its students, providing access to clean drinking water through functional hand pumps, and ensuring accessibility with ramps for disabled children. Separate functional toilets are available for boys and girls.

The school’s teaching staff comprises two male teachers, dedicated to providing instruction in Hindi, the medium of instruction. The school’s curriculum focuses on the academic needs of upper primary students, catering specifically to their developmental stage and educational requirements.

While the school lacks computer-aided learning facilities and a playground, its commitment to education remains unwavering. The absence of these amenities highlights potential areas for future development and improvement, which could further enhance the learning experience for its students.

The school’s management recognizes the importance of nutrition, ensuring mid-day meals are provided to the students, although these meals are not prepared on the school premises. This arrangement underlines the school’s dedication to the holistic development of its students, ensuring their nutritional needs are met alongside their academic requirements.

Despite the absence of certain resources, M.S. Alisarkheda stands as a beacon of education in its rural setting. The school’s modest infrastructure and resources are effectively utilized to provide valuable education to its students, highlighting the dedication of its teachers and staff.

The school’s location in a rural area presents unique challenges, but also underscores its vital role in providing educational opportunities to children who might otherwise lack access. The commitment of the staff to providing a quality education in spite of these challenges is truly commendable.

Looking forward, the addition of computer-aided learning, a playground, and perhaps even additional teachers could greatly benefit the students of M.S. Alisarkheda. These improvements would not only enhance the educational experience but also contribute to a more enriching and holistic learning environment.

The success of M.S. Alisarkheda lies in its dedication to providing quality upper primary education in a resource-constrained environment. It serves as an example of how a school can effectively utilize its available resources to meet the educational needs of its students. The school’s commitment to its community and its dedication to providing a nurturing learning environment make it a vital part of its local area.