M.S. RANGAON

M.S. RANGAON was established in 1989 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KHARGONE 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 8 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 105 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. Rangaon: A Rural Upper Primary School in Madhya Pradesh

M.S. Rangaon, a government-run upper primary school, serves the rural community of Khargone district in Madhya Pradesh, India. Established in 1989 under the Tribal/Social Welfare Department, this co-educational institution caters to students from classes 6 to 8. The school’s dedication to education is evident in its eight well-maintained classrooms, designed to foster a conducive learning environment.

Infrastructure and Resources: The school building, although described as “Pucca But Broken,” provides a functional space for learning. While lacking electricity and a playground, the school boasts a library stocked with 105 books, a valuable resource for students. Importantly, ramps are available for students with disabilities, ensuring accessibility. The presence of separate functional boys’ and girls’ toilets underscores the school’s commitment to providing basic amenities. The school’s drinking water source, however, is currently unavailable. Meals are provided to students, although not prepared on-site.

Academic Focus and Medium of Instruction: M.S. Rangaon focuses on upper primary education (classes 6-8), utilizing Hindi as the primary medium of instruction. The school’s curriculum is designed to meet the educational needs of the rural community it serves. The dedicated staff comprises three male teachers, committed to providing quality education to the students.

Community Engagement and Accessibility: The school’s location in a rural area underscores its vital role in the community’s educational landscape. Its accessibility via an all-weather road allows students from surrounding areas to easily attend. The school’s academic session begins in April, aligning with the regional academic calendar.

Management and Administration: Managed by the Tribal/Social Welfare Department, M.S. Rangaon benefits from the support and resources provided by this government entity. The school’s administration ensures the smooth operation of daily activities, focusing on providing quality education within the available resources.

Future Aspirations and Challenges: M.S. Rangaon faces ongoing challenges, notably the lack of electricity and a playground. Acquiring these essential amenities would significantly improve the students’ learning experience and overall school environment. Securing a reliable source of drinking water is another key priority for the school’s administration.

Community Support and Partnerships: The continued success of M.S. Rangaon relies on the ongoing support of the community and collaborative partnerships. Donations of books, equipment, and resources can significantly enhance the learning environment. Working together, the community and the school can create a brighter future for its students.

Conclusion: M.S. Rangaon is a valuable educational resource in its rural community, providing upper primary education despite infrastructural limitations. The dedication of its teaching staff and the support of the Tribal/Social Welfare Department are crucial in overcoming challenges and creating a supportive learning environment.

Call to Action: Support for M.S. Rangaon through donations, volunteer work, or partnerships can help improve its facilities and expand its resources, thereby contributing to the bright futures of its students. Community engagement is key to ensuring the school’s continued success and positive impact on the lives of its students.