M.S. DHANNA KHEDI

M.S. DHANNA KHEDI was established in 1994 and it is managed by the Department of Education. It is located in Rural area. It is located in GHATTIA block of UJJAIN 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 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 None and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 85 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. Dhannakhedi Upper Primary School: A Profile

M.S. Dhannakhedi Upper Primary School, located in the rural area of Ghattia block, Ujjain district, Madhya Pradesh, is a government-run co-educational institution established in 1994. This school, identified by code 23210201602, caters specifically to students in grades 6 through 8, providing a crucial link in the educational journey of children in this region. The school operates within the framework of the Department of Education, adhering to its guidelines and policies.

The school’s infrastructure comprises a government building with three well-maintained classrooms dedicated to teaching. While lacking a boundary wall and electricity, the school boasts a library containing 85 books and a playground for recreational activities. The availability of a playground underscores the school’s commitment to a holistic approach to education, fostering physical activity alongside academics.

The teaching staff consists of four male teachers, providing a solid foundation for delivering the curriculum. Hindi serves as the primary language of instruction, ensuring accessibility for the local student population. The school also offers midday meals, prepared on-site, ensuring students receive proper nourishment alongside their education.

The school’s resources include a functional boys’ toilet, further highlighting the provision of basic amenities. The absence of a computer lab and computers limits access to technology-integrated learning, however, this is somewhat offset by the presence of a library providing access to crucial learning resources. The lack of ramps indicates a need for future infrastructural improvements to ensure inclusivity for students with disabilities.

The school’s management is committed to providing a quality education to its students, as evidenced by the presence of a dedicated head teacher, Rajaram Muvel, who leads a team of dedicated educators. The absence of female teachers presents an area that could be further developed to offer a more balanced learning environment.

The school’s rural location presents both challenges and opportunities. While access to resources may be limited, the close-knit community offers a unique learning environment focused on fostering relationships between students and educators. The absence of a pre-primary section suggests potential expansion opportunities to cater to younger children in the community.

M.S. Dhannakhedi Upper Primary School’s dedication to providing quality education is clear. Despite its limitations in infrastructure and resources, the school’s commitment to its students is evident in the provision of basic amenities, midday meals, and a dedicated teaching staff.

The school’s establishment in 1994 highlights its long-standing commitment to education within the community. The lack of electricity and boundary wall represent areas where improvements could enhance the learning environment and security of the students.

Looking forward, the school could benefit from initiatives to improve accessibility for students with disabilities, upgrade its technology infrastructure, and increase teacher diversity to better meet the educational needs of the community. These developments could further solidify the school’s position as a vital pillar of education in the Ghattia block.

In conclusion, M.S. Dhannakhedi Upper Primary School serves as a testament to the dedication of educators working in resource-constrained environments. While improvements are needed, the school’s commitment to providing basic educational services to the local community remains unwavering. The school’s future success hinges on collaboration between stakeholders to address current limitations and build upon existing strengths.