M.S. DHABLA NO.2 (2010-11)

M.S. DHABLA NO.2 (2010-11) was established in 2011 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in BHAGBANPURA 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 Non-Ashram type (Govt.) 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 1 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 40 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. Dhabla No.2 Upper Primary School: A Profile

M.S. Dhabla No.2, established in 2011, is a government-run upper primary school located in the rural area of Bhagbanpura block, Khargone district, Madhya Pradesh. This co-educational institution caters to students from classes 6 to 8, providing a crucial link in their educational journey. The school’s management falls under the purview of the Tribal/Social Welfare Department, reflecting a commitment to serving the community.

The school’s infrastructure comprises a government building with three classrooms, all in good condition. Supplementing the classrooms are two additional rooms for non-teaching activities, along with a dedicated space for the teachers. The school features a functional playground, fostering physical activity and recreation for the students. A library, stocked with 40 books, provides access to supplemental learning resources.

The school prioritizes the well-being of its students with functional hand pumps providing clean drinking water. Separate boys’ and girls’ toilets are available, ensuring sanitary facilities for all. The school’s curriculum is taught in Hindi, aligning with the local language and cultural context. The school is accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions. The academic session commences in April, following the standard academic calendar.

Despite lacking a boundary wall and functional electricity, the school successfully functions and provides a complete educational experience. The school’s dedication to providing a nutritious midday meal directly contributes to student health and well-being. The presence of one male and one female teacher underscores the school’s commitment to providing quality education.

While the school lacks computer-aided learning facilities and ramps for disabled access, the dedicated teachers and resources available provide a sound foundation for students’ upper primary education. This highlights the school’s focus on delivering core educational principles despite some infrastructural limitations. The school’s commitment to its students is further underscored by the absence of any contract teachers, showing the stability and continuity in its teaching staff.

The school’s location in a rural area signifies its vital role in providing access to education in underserved communities. Its existence is evidence of the commitment to provide quality education irrespective of geographical limitations.

In conclusion, M.S. Dhabla No.2 Upper Primary School plays a crucial role in the educational landscape of its community, offering a strong foundation for its students despite facing certain infrastructural challenges. Its dedicated staff and focus on core educational principles contribute to the success of its students.

The school’s information serves as a valuable resource for those seeking to understand the educational infrastructure and resources available in rural Madhya Pradesh.

Further development and improvement in areas like electrification, boundary wall construction, and inclusion of computer-aided learning could significantly enhance the school’s effectiveness, ensuring a more enriched learning environment for its students.

Future plans could focus on addressing the current infrastructural shortcomings to enhance the learning environment, improve access for students with disabilities, and further solidify the school’s commitment to providing high-quality primary education in the rural community it serves.