M.S. SAHROLI

M.S. SAHROLI was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in GOHAD block of BHIND 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 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 a playground. The school has a library and has 0 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. SAHROLI: A Rural Upper Primary School in Madhya Pradesh

M.S. SAHROLI, a government-run upper primary school, serves the rural community of Gohad block in Bhind district, Madhya Pradesh. Established in 2003 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, providing a crucial link in their educational journey. The school’s commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure includes a government building housing four classrooms, all maintained in good condition. These classrooms provide the necessary space for effective learning. While the school lacks a boundary wall and electricity, it does boast a functional playground and library, fostering both physical activity and a love of reading, although the library’s book collection requires expansion. Importantly, the school provides ramps for disabled children, ensuring accessibility for all. The school building also includes separate facilities for non-teaching activities and a dedicated room for the school’s administrative staff.

M.S. SAHROLI operates on a Hindi-medium instruction model, catering to the local linguistic needs of its students. The school’s academic program is tailored to the upper primary curriculum, equipping students with the foundational knowledge needed for their future educational pursuits. The school’s two male teachers are dedicated to providing quality education within the available resources.

The provision of mid-day meals, prepared on-site, addresses a crucial aspect of students’ well-being, ensuring they receive proper nourishment alongside their education. The school’s commitment to providing a safe and healthy learning environment is evident in its functional boys’ and girls’ toilets, though an upgrade in these facilities would be beneficial.

The school’s location, accessible via an all-weather road, removes potential transportation barriers for students. The school operates on a traditional academic calendar, with the academic session commencing in April.

The school’s lack of computer-aided learning facilities and computers highlights a crucial area for improvement. Introducing technology into the classroom could significantly enhance the learning experience and prepare students for a future increasingly reliant on digital literacy.

While the school currently lacks a pre-primary section, the availability of a library and playground underscores a commitment to holistic child development.

The absence of a boundary wall presents a security concern that warrants attention for the protection and safety of students and staff. Similarly, the lack of electricity restricts certain learning opportunities and the potential for improved functionality of school resources.

The overall assessment of M.S. SAHROLI reveals a dedicated institution striving to provide quality education within its current limitations. Further investment in infrastructure, particularly electricity and a boundary wall, along with expanding the library’s collection and integrating technology into the curriculum, would significantly enhance the school’s capacity to better serve its students.

Continued support from the Department of Education and the local community is crucial to ensure that M.S. SAHROLI continues to provide valuable education and opportunities for the children in the Gohad block.