M.S. KARNAVAD

M.S. KARNAVAD was established in 1999 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SARDARPUR block of DHAR 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 4 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 122 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. Karnavad: A Rural Upper Primary School in Madhya Pradesh

M.S. Karnavad is a government-run upper primary school located in the rural area of SARDARPUR block, DHAR district, Madhya Pradesh. Established in 1999, it falls under the management of the Tribal/Social Welfare Department. The school caters to students from classes 6 to 8, offering a co-educational environment. It does not offer a pre-primary section.

The school building, constructed by the government, houses four classrooms, all in good condition. While the school lacks a boundary wall and electricity, it does possess essential amenities such as a playground and a library stocked with 122 books. Access to clean drinking water is provided through hand pumps, and separate functional toilets are available for boys and girls. Ramps for disabled access are also in place.

Instruction at M.S. Karnavad is imparted in Hindi. Two male teachers comprise the entire teaching staff. The school operates on an academic calendar that begins in April, and is accessible via an all-weather road. Mid-day meals are provided, although not prepared on-site.

The school’s infrastructure is fairly basic. It lacks computer-aided learning facilities, and doesn’t possess any computers. The absence of a computer lab reflects a wider issue of limited technological resources in many rural schools in India.

Despite these limitations, the presence of a library and a playground indicate a commitment to providing a well-rounded educational experience. The school’s dedication to inclusivity is evidenced by the ramps for disabled children.

M.S. Karnavad represents a typical rural school in India, facing challenges regarding infrastructure and resources. Yet, it continues to provide a valuable service to the community, offering crucial primary education in a Hindi-speaking, rural setting.

The school’s management, the Tribal/Social Welfare Department, plays a key role in ensuring its continued operation. Further investment in resources and infrastructure would significantly enhance the educational opportunities available to the students.

The school’s success hinges on the dedication of its two teachers who provide instruction to students from classes 6 to 8. The lack of additional staff underscores the need for increased teacher recruitment and training in the region. Government initiatives aimed at improving educational infrastructure in rural areas could have a positive impact on M.S. Karnavad.

The school’s location in a rural area presents both challenges and opportunities. While access to resources may be limited, the strong community ties often found in such settings could provide valuable support for the school’s growth and development.

Further information on M.S. Karnavad, including contact details, is unavailable at this time. However, the data available provides a valuable snapshot into the realities of providing education in a resource-constrained environment.

The school serves as a vital pillar of the community, offering education to the children of SARDARPUR. Continuous efforts are needed to ensure the continued improvement of the school’s facilities and resources, ultimately enhancing the quality of education provided to its students.