M.S.MARPA

M.S.MARPA was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in KAWARDHA 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 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 200 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.MARPA: A Rural Upper Primary School in Chhattisgarh, India

M.S.MARPA is a government-run upper primary school located in the rural area of Kawardha block, Kawardha district, Chhattisgarh, India. Established in 2005 under the Department of Education, this co-educational institution serves students from classes 6 to 8. The school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

Infrastructure and Resources:

The school boasts three classrooms in good condition, ensuring a conducive learning environment for its students. While lacking a boundary wall, the school building is equipped with electricity, providing essential power for teaching and learning activities. A significant asset is the school’s library, housing 200 books to enrich students’ learning beyond the classroom. The availability of hand pumps provides a reliable source of drinking water for students and staff. Furthermore, separate functional toilets are provided for boys and girls, ensuring a hygienic and safe environment.

Teaching Staff and Curriculum:

M.S.MARPA employs four male teachers who are dedicated to imparting quality education to the students. Instruction is primarily conducted in Hindi. The school follows a curriculum leading to the “Others” board for class 10 and class 10+2 examinations. The head teacher, Nilmadhi Keshrwani, leads the teaching staff, fostering a collaborative and supportive learning environment. The school also provides a mid-day meal, prepared and served on the school premises.

Accessibility and Community Engagement:

The school is conveniently accessible via an all-weather road. While the school doesn’t have a playground or computer-aided learning facilities, the availability of a library and basic infrastructure makes it a valuable educational resource for the rural community. The school’s focus on providing a foundational education within its limited resources showcases its commitment to the students’ well-being.

Further Development and Future Goals:

M.S.MARPA’s current infrastructure and resources highlight areas for potential improvement and future growth. The addition of computer-aided learning facilities could significantly enhance the learning experience and prepare students for the digital age. A playground would provide a valuable space for recreation and physical development. The lack of a boundary wall presents a potential security concern, which could be addressed to further enhance the safety of the students.

Conclusion:

M.S.MARPA serves as a vital pillar of education within its community. Despite its limitations, the school’s dedication to its students is evident. Continuous efforts to improve infrastructure and educational resources will further empower the students and contribute to the overall development of the community.

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