MS KHARELI

MS KHARELI was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in TONKKHURD block of DEWAS 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 Dilapidated 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 186 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 KHARELI: A Rural Upper Primary School in Madhya Pradesh

MS KHARELI, a government-run upper primary school, stands as a testament to educational commitment in rural India. Established in 1972 under the Department of Education, this co-educational institution serves students from grades 6 to 8 in the Tonkkhurd block of Dewas district, Madhya Pradesh. Its location in a rural setting highlights its crucial role in providing education to children in underserved areas.

The school’s infrastructure, while characterized by a dilapidated building, houses three functional classrooms, ensuring a space for learning despite its age. The presence of a library stocked with 186 books underscores a commitment to fostering a love of reading and expanding educational horizons beyond the curriculum. The school also boasts a playground, a vital component for physical activity and overall child development.

Key features contributing to a conducive learning environment include reliable electricity and a pucca (permanent) boundary wall. The availability of tap water addresses a critical need for clean drinking water, while separate boys’ and girls’ toilets ensure basic sanitation facilities. Importantly, ramps are in place to ensure accessibility for children with disabilities.

The school’s teaching staff consists of six male teachers, dedicated to imparting knowledge and guiding their students. Hindi serves as the primary language of instruction, catering to the local linguistic landscape. The school’s mid-day meal program, provided and prepared within the school premises, addresses the nutritional needs of its students, ensuring that hunger does not impede their learning.

The leadership of the school rests with Head Teacher Bapulal Malviya, who oversees the academic and administrative functions. The school’s management structure falls under the purview of the Department of Education, ensuring adherence to government standards and policies. Despite lacking computer-aided learning facilities, the school remains committed to providing a quality education to its students.

The school’s commitment to providing a holistic education is evident in its facilities. The presence of a library and playground, alongside basic amenities like clean water and functional toilets, demonstrates a concerted effort to create a welcoming and supportive environment for learning. The school’s rural location underscores its significance in bridging the educational gap in underserved communities.

The school’s dedication to its students is further exemplified by its mid-day meal program, ensuring nutritional support to encourage academic progress. While challenges remain, such as the condition of the building, the school’s steadfast commitment to education and student well-being is commendable.

MS KHARELI stands as an example of a rural school striving for excellence despite limited resources. Its continued operation provides a vital educational service to the community and highlights the importance of educational opportunities in rural areas. The school’s dedication to its students, along with its provision of basic amenities and educational resources, underscores its ongoing role in shaping the future of the region.

The legacy of MS KHARELI stretches back to 1972, a testament to the enduring value of education in the community it serves. While the building may be dilapidated, the school’s spirit and dedication to its students remain strong. This highlights the ongoing need for investment in rural education and infrastructure to support the educational aspirations of children in underserved communities.

The school serves as a microcosm of the broader challenges and successes of rural education in India. While modern amenities are lacking, the fundamental commitment to learning persists. The story of MS KHARELI is one of resilience, perseverance, and the unwavering belief in the transformative power of education.