M.S. KUMARKHEDA

M.S. KUMARKHEDA was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in GOGAWAN 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 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 Pucca 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 no playground. The school has a library and has 153 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. Kumarkheda: A Rural Upper Primary School in Madhya Pradesh

M.S. Kumarkheda is a government-run upper primary school located in the rural area of Gogawan block, Khargone district, Madhya Pradesh, India. Established in 1997, this co-educational institution falls under the management of the Tribal/Social Welfare Department and serves students from classes 6 to 8. The school’s primary language of instruction is Hindi, contributing to its role in the local community’s education.

The school building, constructed of pucca material, comprises four classrooms ensuring sufficient space for its students. While lacking electricity, the school ensures access to clean drinking water through functional hand pumps, prioritizing the health and well-being of its students. Sanitary facilities are available with one boys’ and one girls’ toilet, reflecting a commitment to providing a hygienic environment.

Despite the absence of a playground and computer-aided learning facilities, the school boasts a functional library containing 153 books, fostering a love of reading among its students. The school’s infrastructure also incorporates ramps for disabled children, demonstrating an inclusive approach to education. The school’s mid-day meal program, though not prepared on-site, ensures that students receive nutritional support.

The school’s dedicated teaching staff consists of three teachers: one male and two females, all working diligently to impart knowledge and shape young minds. The dedicated head teacher, K.L Dongre, leads the school’s efforts in providing quality education. The school’s commitment to education is evident in its comprehensive approach, covering various aspects of students’ holistic development, despite facing certain infrastructural limitations.

The absence of computers and a computer lab may represent an area for future development, potentially enhancing the learning experience through the incorporation of technology. The lack of a playground could also be addressed to provide students with recreational opportunities and promote physical activity.

The school’s location in a rural area highlights its significance in providing educational opportunities to children in underserved communities. Its management by the Tribal/Social Welfare Department reflects a focus on reaching marginalized populations and promoting inclusivity in education. The school’s dedication to its students, evident in its provision of basic necessities and a functional library, makes a positive contribution to the community’s overall development.

M.S. Kumarkheda’s success story is a testament to the power of dedicated teachers and community support in providing quality education. The school’s commitment to providing a safe and nurturing learning environment, despite infrastructural challenges, makes it an important pillar of the local community. The school’s future development, particularly in incorporating technology and expanding recreational facilities, could further enhance its educational offerings.

The school’s existence highlights the ongoing efforts to improve education access in rural areas of India. The school serves as a valuable asset to the community, contributing to the overall development and progress of its students. Further investment and support for such schools are crucial in ensuring that children from all backgrounds have equal opportunities to receive quality education.

The story of M.S. Kumarkheda underscores the importance of government-supported education initiatives in reaching remote and underserved communities. The school’s dedication to its students and its ability to overcome infrastructural challenges serve as an inspiration for similar institutions striving to make a positive impact on the lives of children. Its continuous operation since 1997 reflects a long-term commitment to serving the educational needs of the local population.