MS GOYARA

MS GOYARA was established in 1967 and it is managed by the Department of Education. It is located in Rural area. It is located in BARIGARH block of CHHATARPUR 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 8 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 Others 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 205 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.

MS Goyara: A Rural Upper Primary School in Chhatarpur, Madhya Pradesh

MS Goyara is a government-run upper primary school located in the rural area of Barigarh block, Chhatarpur district, Madhya Pradesh. Established in 1967, the school is managed by the Department of Education and serves students from classes 6 to 8. Its code is 23090405601, and it is identified by village ID 31002, subdistrict ID 3149, district ID 420, and state ID 20.

The school’s infrastructure includes a government building with eight classrooms, all in good condition. There are also additional rooms for non-teaching activities, and a separate room for the head teacher. The school is enclosed by an “others” type boundary wall and utilizes hand pumps for its drinking water supply. Sanitary facilities are provided via one boys’ toilet and one girls’ toilet. A noteworthy feature is the presence of a library stocked with 205 books. The school building is accessible to disabled children via ramps. While the school provides midday meals, prepared on its premises, it currently lacks electricity and a playground.

The medium of instruction at MS Goyara is Hindi. The school is co-educational and does not offer a pre-primary section. Importantly, it is not a residential school. The school’s location is accessible via an all-weather road, and the academic session commences in April.

The absence of computers and a computer-aided learning lab highlights a potential area for improvement in the school’s resources. The school’s focus remains on providing a foundational education to its students within the constraints of its current resources.

The school’s library, with its collection of 205 books, plays a vital role in supplementing classroom learning and fostering a love of reading. The provision of clean drinking water through functional hand pumps addresses a critical need for the students’ health and well-being.

MS Goyara’s commitment to providing a safe learning environment is reflected in the availability of separate functional toilets for boys and girls, and ramps for disabled students ensuring accessibility for all. The midday meal program further supports the students’ nutritional needs, allowing them to focus on their studies.

The school’s location in a rural area signifies its crucial role in bridging the educational gap and providing access to education for children in underserved communities. Its long history speaks to its enduring contribution to the education landscape of Chhatarpur.

The school’s management, under the Department of Education, plays a critical role in overseeing its operation and ensuring the provision of resources. Further investments in infrastructure and technology would significantly enhance the educational opportunities available to the students.

The lack of teachers (as indicated by the data) presents a significant challenge that requires immediate attention. Addressing this crucial need is paramount to ensuring the effective delivery of education and realizing the school’s full potential. This necessitates focused initiatives to recruit and retain qualified teachers.

In summary, MS Goyara provides essential primary education to the students in its rural community. While it faces challenges concerning the lack of technology and teaching staff, its provision of basic facilities and the midday meal program demonstrates its commitment to supporting its students’ academic and nutritional needs. Continued support and investment are necessary to help the school overcome its challenges and further enhance the educational experience it offers.