MS KARELI MAVARI

MS KARELI MAVARI was established in 1995 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KATTHIWARA block of ALIRAJPUR 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 4 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 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 no library and has 0 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.

MS KARELI MAVARI: A Rural Upper Primary School in Madhya Pradesh

MS KARELI MAVARI is a government-run upper primary school located in the rural area of KATTHIWARA block, ALIRAJPUR district, Madhya Pradesh. Established in 1995 under the management of the Tribal/Social Welfare Department, the school caters to students from grades 6 to 8.

A Co-educational Environment with Hindi as the Medium of Instruction

MS KARELI MAVARI is a co-educational school, meaning it welcomes both boys and girls. The school is not equipped with a pre-primary section. Hindi serves as the primary language of instruction, ensuring accessibility for students from the local community.

Infrastructure and Facilities

The school boasts a solid infrastructure with a government-provided building. It houses four classrooms, all in good condition, and two additional rooms for non-teaching activities. A dedicated room is also available for the head teacher. The school is enclosed by a pucca boundary wall.

Educational Resources and Accessibility

While the school lacks electricity and a computer-aided learning lab, it provides access to essential learning resources. The school has a playground for physical activities and hand pumps for clean drinking water. Additionally, the school provides mid-day meals, though they are not prepared on-site.

Sanitation and Accessibility

The school prioritizes hygiene and accessibility. It maintains separate functional toilets for boys and girls. However, it lacks ramps for disabled children, which may pose challenges for students with mobility impairments.

The Learning Environment and Teaching Staff

The school has two male teachers dedicated to providing quality education. It is important to note that the school does not employ any female teachers or contract teachers.

A School Committed to Community Development

MS KARELI MAVARI plays a vital role in the rural community by providing accessible education. The school’s infrastructure, facilities, and dedicated teachers contribute to creating a learning environment that encourages student growth and development.

Addressing Challenges and Fostering Progress

While the school offers valuable services to the community, it faces some challenges. The lack of electricity and computer access limits its ability to incorporate modern teaching methods. Additionally, the absence of ramps for disabled students hinders inclusive learning. To ensure continued progress, the school could benefit from investments in these areas.

The Future of MS KARELI MAVARI

Despite the challenges, MS KARELI MAVARI remains a valuable resource for the community. By addressing its infrastructure and accessibility needs, the school can further enhance its ability to provide quality education for all students.