MS KATHDAHA

MS KATHDAHA was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in DEOSAR block of SINGRAULI 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 N/A 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 130 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 Kathdaha: A Rural Upper Primary School in Singrauli, Madhya Pradesh

MS Kathdaha, a government-run upper primary school, stands as a vital educational institution serving the rural community of Deosar block in Singrauli district, Madhya Pradesh. Established in 2003 under the Department of Education, this co-educational school caters to students from classes 6 to 8, providing crucial learning opportunities in a Hindi-speaking environment.

The school’s infrastructure includes three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teaching staff. While lacking electricity, the school provides access to clean drinking water through functional hand pumps, and importantly, features separate functional boys’ and girls’ toilets, ensuring a hygienic and safe learning environment. A noteworthy feature is the presence of a library stocked with 130 books, fostering a love for reading and providing valuable supplementary learning resources. Ramps for disabled students are also available, demonstrating a commitment to inclusivity.

The school’s academic focus is on providing quality upper primary education. Three male teachers dedicate themselves to guiding students through the curriculum. Meals are provided to students, although not prepared on the school premises. The school’s rural location underscores its vital role in bridging the educational gap in underserved communities. The lack of a pre-primary section indicates a focus on the upper primary age group.

The school’s physical attributes contribute significantly to its educational environment. While lacking a playground and computer-aided learning facilities, the presence of a library and functional restrooms points towards prioritizing basic necessities for a conducive learning space. The absence of a boundary wall is noted.

The school’s management, under the Department of Education, plays a key role in ensuring the smooth functioning and provision of resources. The dedicated teaching staff, comprised entirely of male teachers, demonstrates a commitment to educating the students within the community. The school’s location in a rural setting highlights the importance of its role in providing educational opportunities to children who might otherwise have limited access.

MS Kathdaha’s operational characteristics reflect its rural context and resource limitations. The absence of certain amenities, such as a playground, computer lab, and female teachers, should be understood within the context of available resources and infrastructure in the region. However, the school’s commitment to providing basic necessities and a functioning learning environment is evident.

The provision of mid-day meals, albeit from an external source, underscores the school’s commitment to student well-being. This initiative, combined with the accessible drinking water and functional sanitation facilities, ensures a basic level of support for the student body’s physical needs. The availability of a library further strengthens the school’s commitment to fostering a love for learning.

The accessibility of the school is implied by the statement that it is approachable by all-weather roads. This ensures that children can attend school regardless of weather conditions, maximizing attendance and learning opportunities. The school’s academic year commencing in April further aligns with the common educational calendar in the region.

In summary, MS Kathdaha, despite its limitations, serves as a vital educational center within its community. Its focus on providing basic educational needs and maintaining a functional learning environment within resource constraints makes it a cornerstone of its community. Continued support and investment could help expand its capabilities and further enrich the learning experience for its students.

The information provided in this article is based on the data provided and intended to present a factual description of MS Kathdaha school. It aims to provide an accurate portrayal of the school’s features, resources, and operational context.