M.S. DUBLI

M.S. DUBLI was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in TARANA 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 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 166 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. Dubli: A Rural Upper Primary School in Madhya Pradesh

M.S. Dubli is a government-run upper primary school located in the rural area of Tarana block, Ujjain district, Madhya Pradesh. Established in 2004, this co-educational institution serves students from classes 6 to 8, providing a crucial link in their educational journey. The school is managed by the Department of Education, reflecting a commitment to accessible and quality education within the community.

The school’s infrastructure includes three well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities and a separate space for the teachers. While the school possesses a library stocked with 166 books, promoting literacy and learning, it currently lacks a boundary wall. Despite having access to electricity, the connection remains non-functional. The school provides functional hand pumps as a reliable source of drinking water, ensuring the health and hygiene of its students. Separate functional boys’ and girls’ toilets are also available, underscoring the school’s commitment to providing a safe and comfortable learning environment.

The school’s educational approach emphasizes Hindi as the medium of instruction, catering to the local linguistic needs. A playground complements the classrooms, offering space for recreation and physical activity, a vital aspect of a holistic learning experience. The school also boasts readily available ramps for disabled children, showcasing its dedication to inclusivity and accessibility for all students. Importantly, the school premises provide and prepare mid-day meals, addressing nutritional needs and ensuring students have the energy to focus on their studies.

M.S. Dubli’s teaching staff consists entirely of three female teachers, each playing a crucial role in shaping the young minds under their charge. The absence of a computer lab and computers hinders the integration of technology into learning but demonstrates an area ripe for future development and potential technological advancements to enrich the learning experience.

The school’s location in a rural setting reflects its vital role in bridging the educational gap in underserved areas. Its operation as a solely upper primary school suggests a potential need for expansion or collaboration with neighboring institutions to offer a more comprehensive educational pathway.

The school’s dedication to providing a functional learning environment shines through in its commitment to providing essential resources like a library, playground, and functional toilets. Its reliance on hand pumps highlights the need for exploring more sustainable and modern water solutions.

The lack of a boundary wall presents a potential security concern, while the non-functional electricity connection hampers the potential for incorporating modern teaching aids and technology. These aspects require attention for further improvements.

The absence of male teachers and other staff members suggests a possible need for increased staffing to meet the diverse needs of the students and provide a more robust learning environment.

The school’s successful operation since 2004 speaks to its resilience and commitment to its community. This rural school plays a crucial role in providing education to children who might otherwise lack access to quality learning opportunities.

M.S. Dubli’s story underscores the importance of supporting rural schools and investing in infrastructure and resources to enhance the educational landscape. With ongoing development and support, the school can continue to empower its students and thrive in its community.