M.S.SURPAL A

M.S.SURPAL A was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in BADWAHA 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 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 Barbed Wire Fencing 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 82 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.SURPAL A: A Rural Upper Primary School in Madhya Pradesh

M.S.SURPAL A, a government-run upper primary school, stands as a pillar of education in the rural landscape of Madhya Pradesh, India. Established in 1959, the school operates under the Department of Education, serving students from classes 6 through 8. Its co-educational environment fosters learning among a diverse student body. The school’s dedication to education is evident in its commitment to providing quality instruction despite limited resources.

The school’s infrastructure comprises a government building with three well-maintained classrooms, ensuring a conducive learning space for its students. While lacking a playground, the school prioritizes academic pursuits and boasts a library containing 82 books, fostering a love for reading among its students. The school’s commitment to accessibility is highlighted by the presence of ramps for disabled children, ensuring inclusivity in its educational environment.

The school’s teaching staff consists of two dedicated educators: one male and one female teacher, working collaboratively to impart knowledge to their students. Hindi serves as the primary medium of instruction, catering to the local linguistic needs of the community. The school operates within the BADWAHA block of KHARGONE district and features a barbed wire fence boundary wall, providing a sense of security and enclosure for the educational space.

Despite the absence of electricity and computer-aided learning facilities, the school makes provisions for its students’ well-being. Meals are provided to students but are not prepared on the school premises. The school’s reliance on external meal provisions underscores the need for increased infrastructural support within the institution.

The school’s leadership is effectively managed by a single head teacher, Mukesh Sharma, who guides the educational endeavors of the institution. The school’s commitment to providing quality education is complemented by the availability of separate toilet facilities for boys and girls, emphasizing hygiene and safety. The absence of pre-primary sections reflects the school’s focus on upper primary education.

The school’s geographical location in a rural area presents both opportunities and challenges. The accessibility via an all-weather road ensures connectivity, but the lack of essential resources like electricity and computer labs necessitates increased government investment. This investment could greatly enhance the educational experience for the students, allowing them to leverage modern teaching methods and technologies.

The school’s long history, spanning over six decades, is a testament to its enduring role within the community. The continued operation of M.S.SURPAL A underscores the significance of education in rural development and the dedication of its educators to providing quality learning opportunities despite infrastructural limitations.

The provision of ramps for disabled children showcases the school’s commitment to inclusivity. This reflects a proactive approach towards creating a learning environment that caters to the diverse needs of its student population. The available resources, though limited, are strategically utilized to maximize the educational opportunities available to students.

Further investment in technology and resources would significantly enhance the school’s capabilities, bringing it in line with contemporary educational standards. This includes access to electricity, computer-aided learning, and potentially a playground to encourage physical activity alongside academic pursuits.

The school’s success lies in the dedication of its teaching staff and the commitment of the Department of Education. Continued support and resources are crucial in ensuring M.S.SURPAL A continues to thrive and empower its students, enabling them to reach their full potential and contribute meaningfully to their communities.