M.S.KHEDIKALA

M.S.KHEDIKALA was established in 2012 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SARDARPUR block of DHAR 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 Pucca 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 a playground. The school has a library and has 10 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.KHEDIKALA: A Rural Upper Primary School in Madhya Pradesh

M.S.KHEDIKALA is a government-run upper primary school located in the rural areas of SARDARPUR block, DHAR district, Madhya Pradesh. Established in 2012 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from classes 6 to 8. The school’s primary language of instruction is Hindi. Despite its rural setting, it boasts several key features contributing to its unique character.

The school building itself is a testament to its operational capacity. Constructed of pucca material, it houses three well-maintained classrooms dedicated to learning. While it lacks an electric connection, the school provides essential amenities. A functional well serves as the primary source of drinking water, ensuring students have access to this vital resource. Furthermore, the school has separate, functional boys’ and girls’ toilets, highlighting a commitment to hygiene and safety.

Beyond the basic necessities, M.S.KHEDIKALA offers additional resources to enhance the learning environment. A playground allows for recreational activities and physical development. A library is present, stocked with 10 books, forming the foundation of a learning resource center. The school’s commitment to accessibility is also apparent with the inclusion of ramps for disabled children, enabling inclusive learning opportunities. The school building is a single unit and functions without being utilized as a shift school.

Interestingly, despite its designation as a residential school, the provided information does not specify a residential type, indicating further details are needed to fully understand this aspect. The school’s meals program is notable, as meals are provided but prepared off-site. This arrangement suggests a collaboration with external entities to ensure students receive nutritious meals.

The school’s academic focus lies solely on upper primary education, offering classes from 6th to 8th standard. The absence of pre-primary sections or classes beyond the 8th standard indicates a specialized role within the local education system. The school operates on an academic calendar starting in April, aligning with the broader regional education schedule.

The school’s infrastructure is robust, characterized by its pucca walls, ensuring a secure and weather-resistant environment for learning. The school is easily accessible via an all-weather road, facilitating easy commuting for both students and teachers. The school’s location, in a rural area, emphasizes its crucial role in providing education to underserved communities.

It is important to note that the school currently does not have any teachers, according to the provided data. This requires further investigation into the school’s operational status. The information does not reveal specifics such as contact information, making it challenging to obtain supplementary details about the operational structure, staffing, and student enrollment numbers.

Further information regarding the school’s overall performance and its impact on the community would be beneficial in a more comprehensive evaluation. It is clear that despite certain limitations, M.S.KHEDIKALA strives to provide a fundamental education in a rural setting, highlighting the need for ongoing support and resource allocation. The school’s dedication to its students, as reflected in its amenities and focus on accessibility, merits recognition. This data offers a snapshot of M.S.KHEDIKALA, inviting further investigation into its operations and potential for growth.