M.S. BHASNER

M.S. BHASNER was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KHARGONE block of KHARGONE 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 5 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 Pucca boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 a playground. The school has a library and has 150 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. Bhasner: A Rural Upper Primary School in Madhya Pradesh

M.S. Bhasner is a government-run upper primary school located in the rural area of Khargone district, Madhya Pradesh, India. Established in 1997 under the management of the Tribal/Social Welfare Department, this co-educational institution serves students from classes 6 to 8. The school’s dedication to education is evident in its robust infrastructure and committed teaching staff.

Infrastructure and Resources:

The school boasts a solid pucca building, housing five well-maintained classrooms dedicated to instruction. In addition to classrooms, the school provides two rooms for non-teaching activities and a separate office for the head teacher. A key feature of M.S. Bhasner is its library, containing 150 books to enrich students’ learning experiences. Further enhancing the school environment is a functional playground, offering students a space for recreation and physical activity. The school also provides access to tap water, ensuring students have a reliable source of clean drinking water. Ramps for disabled children are available, facilitating inclusive access to the school’s facilities.

Teaching Staff and Curriculum:

M.S. Bhasner employs a dedicated team of five teachers – three male and two female – ensuring a balanced and supportive learning environment. Hindi serves as the primary medium of instruction. The school provides mid-day meals, although these are not prepared on-site. The school’s commitment to quality education is further highlighted by the head teacher, Bandarshing Mandloi, who leads the school’s academic endeavors.

School’s Strengths and Community Impact:

The presence of a library, playground, and functional toilets demonstrates the school’s dedication to providing a holistic learning experience. The provision of ramps signifies the school’s commitment to inclusivity. The school’s rural location underscores its vital role in serving the educational needs of the local community. The fact that the school has been operational since 1997 highlights its enduring presence and contribution to the educational landscape of the region.

Challenges and Future Aspirations:

While the school possesses many positive aspects, the lack of electricity and computer-aided learning facilities represents areas for potential improvement. The absence of computers may limit access to modern teaching methodologies and resources. Securing electricity would also significantly enhance the overall learning environment. These areas represent opportunities for future development and investment.

Accessibility and Contact Information:

M.S. Bhasner is accessible via all-weather roads, ensuring consistent attendance for students throughout the year. Further contact information, such as phone number and email address, is unavailable at this time.

Conclusion:

M.S. Bhasner stands as a testament to the commitment to education in rural Madhya Pradesh. Despite challenges relating to electricity and technology, the school’s strong foundation in infrastructure, dedicated teachers, and community focus positions it well for future growth and continued service to its students. Efforts to address the technological gaps would further enhance the school’s capacity to provide a modern and comprehensive education.

Keywords: M.S. Bhasner, Khargone, Madhya Pradesh, Rural School, Upper Primary School, Co-educational, Government School, Education, India, Library, Playground, Infrastructure, Teachers, Students, Hindi Medium

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