M.S. MAGARVAH

M.S. MAGARVAH was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in SAHASPUR LOHARA block of KAWARDHA district of Chhattisgarh. 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 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 75 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. Magarvah: A Rural Upper Primary School in Chhattisgarh, India

M.S. Magarvah, a government-run upper primary school, serves the rural community of Sahaspur Lohara in Kawardha district, Chhattisgarh. Established in 2005 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, offering a Hindi-medium education. The school plays a vital role in providing primary education to children in this area, contributing to the overall literacy rate.

The school’s infrastructure includes a government building with three well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, and a separate space serves as an office for the head teacher. While lacking a boundary wall, the school benefits from a reliable electricity supply, ensuring a conducive learning environment.

Access to clean drinking water is provided through functional hand pumps, ensuring the students’ health and well-being. The school also features separate, functional boys’ and girls’ toilets, highlighting a commitment to hygiene and gender-sensitive facilities. Accessibility features include ramps, ensuring that students with disabilities can easily navigate the school premises.

A notable aspect of M.S. Magarvah is its library, housing a collection of 75 books. This resource contributes to enriching the learning experience beyond the curriculum, fostering a love for reading and knowledge. However, the school currently lacks a playground, which could be a potential area for future development to promote physical activity and social interaction.

The school’s dedicated teaching staff comprises four educators, including one head teacher, Raghunandan, and three male teachers along with one female teacher, showcasing a commitment to quality education. The school operates without the assistance of contract teachers. The institution provides and prepares mid-day meals on the premises, addressing the nutritional needs of its students.

M.S. Magarvah’s absence of computer-aided learning and a lack of computers for educational purposes represent areas for potential improvement. These aspects could be enhanced through future initiatives and collaborations to integrate technology into the learning process. The school’s rural location presents unique challenges and opportunities for development.

The school’s commitment to providing quality education to students from classes 6-8 within its rural setting demonstrates its dedication to community development. Its existing facilities and resources, combined with the dedication of its teachers, create a strong foundation for future growth and progress.

The school’s information clearly details its operational details, including its management, the number of teachers, and its overall infrastructure. Its commitment to providing a comprehensive learning environment is evident in its efforts to provide essential resources such as a library and clean drinking water.

Despite the absence of certain facilities like a playground and computer labs, M.S. Magarvah demonstrates resilience and a dedication to serving its community. Its strengths lie in its committed teachers, functional facilities, and the provision of mid-day meals.

The school’s profile reflects the challenges and opportunities faced by rural schools in India. Continued support and investment in education infrastructure, technological integration, and community engagement will be vital to further enhance its capacity to serve the educational needs of its students. Further improvements could include the development of a playground, the addition of computer-aided learning facilities, and possibly an expansion to encompass a broader range of classes.