M.S.KHARHATTA

M.S.KHARHATTA was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in PANDARIYA 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 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 no playground. The school has a library and has 175 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.Kharhatta: A Rural Upper Primary School in Chhattisgarh, India

M.S.Kharhatta is a government-run upper primary school located in the rural Pandariya block of Kawardha district, Chhattisgarh, India. Established in 2009, this co-educational institution serves students from grades 6 to 8, offering a crucial educational foundation to the community.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the school’s administrative staff. A functional library houses 175 books, providing valuable resources for students’ academic pursuits. While the school currently lacks a boundary wall and electricity, it does provide access to drinking water through hand pumps and has separate functional toilets for boys and girls.

Instruction at M.S.Kharhatta is conducted in Hindi, with a teaching staff comprised of two male teachers and one female teacher. The school follows the “Others” board for classes 10 and 10+2, indicative of its unique curriculum and assessment methods. The school prepares and provides mid-day meals on its premises, ensuring students receive proper nutrition during their school day.

The school’s rural setting and lack of certain amenities, such as electricity and a boundary wall, highlight the challenges faced by many educational institutions in underserved areas. However, the dedicated teaching staff and available resources, such as the library and functional toilets, showcase the school’s commitment to providing quality education.

Despite lacking computers and computer-aided learning facilities, the school’s focus on providing a functional learning environment is evident. The absence of a playground may limit extracurricular activities, but the presence of a library compensates for it by offering alternative learning resources.

The school’s management, overseen by the Department of Education, suggests a commitment to public education and providing access to learning for all children in the community. The absence of pre-primary sections and ramps for disabled access indicates areas for potential future development and improvement.

The school’s location and accessibility are key factors impacting its role within the community. Although specific details regarding accessibility by road are mentioned, further information regarding public transport and accessibility for students with disabilities would provide a more comprehensive picture.

The data highlights the school’s basic infrastructure and its commitment to providing education in a resource-constrained environment. Further improvements in facilities, such as the addition of computers and computer-aided learning, would significantly enhance the quality of education offered.

The commitment of the school’s teachers, providing both instruction and a mid-day meal, shows a dedication to the students’ holistic development. The school’s efforts, despite limitations, represent a vital contribution to the education system in this rural area.

The information provided reflects M.S.Kharhatta’s current status, and future updates reflecting any progress in improving its infrastructure and resources would paint a more comprehensive and up-to-date picture of the school’s advancement. This would allow interested stakeholders to monitor progress and contribute to the school’s growth.