M.S. PARMAR KHEDI

M.S. PARMAR KHEDI was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in KHACHROD 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 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 Well 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 116 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. Parmar Khedi: A Rural Upper Primary School in Madhya Pradesh

M.S. Parmar Khedi, a government-run upper primary school, serves the rural community of Khachrod block in Ujjain district, Madhya Pradesh. Established in 2004 under the Department of Education, this co-educational institution provides quality education to students from classes 6 to 8. Its commitment to providing a supportive learning environment is evident in its facilities and resources.

The school’s infrastructure includes four well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities and a designated space for the teachers. While the school lacks a boundary wall and electricity, it boasts a functional library stocked with 116 books, catering to the students’ reading needs. A well serves as the reliable source of drinking water for the school community. Importantly, ramps are available, ensuring accessibility for students with disabilities.

The teaching staff comprises three dedicated educators—one male teacher and two female teachers—who provide instruction primarily in Hindi. The school prides itself on providing nutritious mid-day meals prepared on-site, ensuring that students receive proper nourishment to support their learning. The school operates on an April-to-March academic calendar, aligning with the regional educational structure.

The school’s commitment to a comprehensive learning experience is further demonstrated by the availability of separate functional boys’ and girls’ toilets. However, the school currently lacks a playground and computer-aided learning facilities. The absence of computers and a dedicated computer lab highlights areas for potential future development and improvement.

Despite lacking some modern amenities, M.S. Parmar Khedi plays a vital role in providing essential education to children in the rural area. The school’s dedication to providing a safe and accessible learning environment, coupled with its strong emphasis on providing mid-day meals, positions it as a cornerstone of the community’s educational infrastructure.

The school’s accessible location, reachable via an all-weather road, further enhances its accessibility for students from across the region. This accessibility, coupled with the availability of essential resources like the library and drinking water, demonstrates a commitment to creating a functional and supportive learning environment.

The school’s management by the Department of Education ensures adherence to established educational standards and provides a framework for consistent growth and improvement. This oversight facilitates access to potential resources and support for future developments within the school.

The school’s rural setting presents both challenges and opportunities. While the lack of certain amenities presents hurdles, the dedication of the teaching staff and the provision of essential resources highlight a commitment to overcoming these challenges. The focused teaching approach utilizing Hindi as the medium of instruction allows for effective communication and better learning outcomes.

The lack of a pre-primary section suggests potential avenues for expansion and growth in the future. This could further enhance the educational support offered to the community, providing a comprehensive education system from early childhood to upper primary levels.

In conclusion, M.S. Parmar Khedi is a valuable educational institution that serves its community effectively, despite its limitations. Its commitment to providing quality education, accessible facilities, and essential resources showcases the dedication of the school’s staff and the importance of educational access in a rural setting. Future developments, including the potential expansion to include pre-primary education and the integration of technology, could further enhance its impact.