MS KHARKATA

MS KHARKATA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in CHITARANGI 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 6 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 But Broken 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 0 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 40 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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 Kharkata: A Comprehensive Profile of a Rural Upper Primary School in Madhya Pradesh

MS Kharkata, a government-run upper primary school, stands as a vital educational institution serving the rural community of Chitrangi block in Singrauli district, Madhya Pradesh. Established in 1972 under the Department of Education, this co-educational school caters to students from classes 6 to 8, providing a crucial link in their educational journey.

The school’s infrastructure comprises a government building with six classrooms, all maintained in good condition. While the school lacks a pre-primary section, it boasts a functional library stocked with 40 books, a playground for recreational activities, and a computer-aided learning lab equipped with three computers. The availability of electricity and hand pumps for drinking water ensures a conducive learning environment. A single girls’ toilet further contributes to the school’s facilities. The school’s pucca but broken boundary wall highlights a need for infrastructural improvements.

The school’s academic program uses Hindi as the medium of instruction. A dedicated team of 10 teachers – 8 male and 2 female – diligently guide the students. The school proudly provides and prepares midday meals on its premises, addressing the nutritional needs of its students. The absence of ramps presents a barrier to accessibility for students with disabilities, indicating a need for future development in this area.

The school’s location in a rural setting reflects its commitment to providing education to underserved communities. Its accessibility via all-weather roads facilitates easy access for students and teachers alike. The school’s academic year commences in April, aligning with the regional academic calendar.

Despite some infrastructural challenges, the school plays a pivotal role in shaping the future of its students. Its commitment to providing quality education, coupled with the dedication of its teaching staff and its provision of mid-day meals, underscores its importance within the community. Further investment in infrastructure, particularly improving the boundary wall and adding ramps for accessibility, could significantly enhance the learning environment.

The school’s long-standing presence in the community, since its establishment in 1972, speaks volumes about its contribution to the educational development of the region. Its dedication to providing a strong foundational education to students within a rural setting makes it a vital component of the local education system.

The management, being the Department of Education, signifies the government’s commitment to supporting the school’s operations and development. This support, in turn, empowers the school to provide quality education to its students, helping them build a strong foundation for future academic pursuits.

With its robust teaching staff, available resources, and mid-day meal program, MS Kharkata serves as a beacon of educational opportunity for students in the rural heartland of Madhya Pradesh. The school’s dedicated team and supportive management contribute to making a positive difference in the lives of its students.

Further investment in infrastructure and accessibility improvements would elevate the school’s already valuable contribution to the community. The continuous improvement efforts of the school are essential to its sustained success.

The school’s success story is a testament to the dedication and perseverance of the teachers, students, and the Department of Education. MS Kharkata is not just a school; it is a pillar of the community, shaping the future of its young learners through education and care.