M.S. MATHURAKHEDI

M.S. MATHURAKHEDI was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in AGAR block of AGAR MALWA 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 80 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. Mathurakhedi: A Rural Upper Primary School in Madhya Pradesh

M.S. Mathurakhedi is a government-run upper primary school located in the rural area of Agar block, Agar Malwa district, Madhya Pradesh. Established in 2001, this co-educational institution falls under the Department of Education and serves students from classes 6 to 8. The school’s primary instruction medium is Hindi. Despite its rural setting, the school boasts a library with 80 books and a playground, offering students essential resources beyond the classroom. The school also benefits from having hand pumps providing readily accessible drinking water.

The school’s infrastructure includes a government-provided building with three classrooms in good condition, along with additional rooms for non-teaching purposes and a separate space for the teacher. Accessibility is a priority, as the school features ramps for disabled students to easily navigate the classrooms. The school’s facilities include functional boys’ and girls’ toilets, ensuring a safe and hygienic environment for all students. Although the school currently lacks electricity and a boundary wall, its dedication to providing a quality education remains unwavering.

The school’s commitment to education is further evidenced by its library and playground. The presence of a library, however small, highlights the school’s dedication to promoting literacy and learning beyond the curriculum. The playground provides a valuable space for physical activity and recreation, contributing to the holistic development of its students.

While the school currently operates without computers or a computer-aided learning lab, the availability of 80 books in the library shows the school’s commitment to providing educational resources. The school’s management ensures that mid-day meals are provided, although they are not prepared on-site. The school’s single male teacher is responsible for the education of all students, highlighting the dedication and resilience required to serve the community.

The school’s location in a rural area, coupled with its reliance on hand pumps for drinking water, underscores the challenges faced by many schools in similar settings across India. Yet, despite these limitations, M.S. Mathurakhedi persists as a crucial educational hub for the community.

The school’s history also includes a relocation to a new site, showcasing adaptability and a commitment to improvement. This move suggests a proactive approach to enhancing the learning environment for students, even amidst resource constraints.

The information provided offers a snapshot into the daily operations and characteristics of M.S. Mathurakhedi. Future development plans may include securing an electrical connection, constructing a boundary wall, and integrating technology into the learning process. These improvements could further enhance the educational experience for the students.

While not explicitly mentioned, the lack of a head teacher indicates that further administrative support or teacher recruitment might be beneficial for the school’s efficient operation.

M.S. Mathurakhedi serves as a testament to the resilience and determination of rural schools in providing education despite resource limitations. The school’s focus on providing a basic yet functional learning environment is crucial to the community it serves.

The school’s information, though limited in certain aspects, provides valuable insights into the state of education in rural Madhya Pradesh. Further detailed data would provide a more comprehensive understanding of the challenges and opportunities facing this important institution. The school’s existence and commitment to education is a valuable asset to the surrounding community.