MS DADARI

MS DADARI was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in KARKELI block of UMARIA 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 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 a playground. The school has a library and has 51 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

MS Dadari: A Rural Upper Primary School in Madhya Pradesh

MS Dadari, a government-run upper primary school, stands as a pillar of education in the rural landscape of Umaria district, Madhya Pradesh. Established in 2001 under the Department of Education, this co-educational institution serves students from classes 6 to 8, offering a crucial link in their educational journey. The school’s commitment to providing quality education is evident in its various facilities and resources.

The school’s infrastructure comprises three well-maintained classrooms dedicated to instruction, supplemented by additional rooms for non-teaching activities and a designated space for the head teacher. While lacking a boundary wall, the school benefits from reliable electricity and hand pumps providing a consistent source of drinking water. A functional playground and a library stocked with 51 books cater to the recreational and academic needs of the students.

Instruction at MS Dadari is conducted in Hindi, with a teaching staff comprising two male and one female teacher, headed by SHEKHGAFFAR. The school boasts a computer-aided learning lab equipped with six functional computers, demonstrating a commitment to integrating technology into the learning process. The school also offers a mid-day meal program, ensuring students receive proper nourishment. Ramps for disabled children are present, emphasizing the school’s inclusive approach.

The school’s location in the KARKELI block of Umaria district places it within a rural setting, serving the educational needs of the local community. The school’s operational details include an April academic start date and accessibility via all-weather roads. It’s important to note that the school does not offer a pre-primary section.

MS Dadari’s operational efficiency is supported by the availability of one boys’ toilet and one girls’ toilet, ensuring the provision of basic sanitary facilities. The absence of a boundary wall, though noteworthy, does not appear to hinder the school’s effective functioning.

The availability of a library, however small, provides access to educational resources beyond the classroom. The presence of six computers and a dedicated computer lab shows a commitment to providing students with modern learning tools.

The school’s management by the Department of Education ensures a structured and regulated system, contributing to the school’s continued operation and progress. The emphasis on providing mid-day meals highlights the school’s holistic approach to students’ well-being.

The dedication of the three teachers, including the head teacher, is instrumental in achieving the school’s educational goals. Their commitment to teaching in the Hindi medium underscores their connection to the local community.

MS Dadari’s location in a rural area underscores its vital role in providing education to children who might otherwise lack access to quality learning. The school’s resources and facilities, though modest, are utilized effectively to provide a valuable education.

In conclusion, MS Dadari serves as a vital educational institution in its community, providing a foundation for the academic growth of its students while embracing a commitment to inclusive and technologically supported learning. The school’s dedication to its students and the community it serves is evident in its ongoing operations and its focus on providing a well-rounded educational experience.