MS KOHANDAL

MS KOHANDAL was established in 2013 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 Non-Ashram type (Govt.) 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 No Building building. It has got 0 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no 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 and Prepared in School Premises providing mid-day meal.

MS Kohandal: A Rural Upper Primary School in Singrauli, Madhya Pradesh

MS Kohandal, a government-run upper primary school, serves the rural community of Chitarangi block in Singrauli district, Madhya Pradesh. Established in 2013 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school operates without a dedicated school building, relying on alternative facilities for its educational program.

The school’s instruction medium is Hindi, taught by a single female teacher. Meals are provided and prepared on-site, ensuring students receive proper nutrition. The school’s residential status is noteworthy; it operates as a Non-Ashram type (Govt.) residential school, providing accommodation for its students. This commitment to providing a comprehensive educational experience extends beyond the classroom.

While lacking certain amenities, the school demonstrates resourcefulness. The absence of a dedicated building and computer-aided learning facilities underscores the need for further development. Hand pumps provide drinking water, a crucial element in ensuring students’ health and well-being. The school’s accessibility is enhanced by its location along an all-weather road.

The absence of a library, playground, and computer lab highlights areas where improvements could significantly enhance the learning environment. These additions would create more opportunities for recreation and enrichment, complementing the academic instruction. The lack of toilets also points to a need for essential infrastructure development.

The school’s rural location presents both challenges and opportunities. While access to resources might be limited, the close-knit community could provide support and engagement in the school’s growth and development. Strengthening partnerships with local organizations and government initiatives could be beneficial.

The school’s single female teacher carries a heavy responsibility, underscoring the need for additional staffing. Recruiting more teachers would alleviate pressure and allow for more specialized instruction. The school’s management, the Department of Education, plays a critical role in supporting its development.

The absence of a school building is a significant obstacle, impacting the overall learning environment and student experience. Securing a building would provide a dedicated and safe space for learning and enhance the school’s overall image within the community.

Future plans for MS Kohandal should prioritize infrastructure development. Building a school facility, including classrooms, toilets, a library, and a playground, would considerably enhance the learning environment. Acquiring computers and establishing a computer-aided learning program could bring modern educational tools into the classroom.

Collaborations with non-governmental organizations (NGOs) and community members could play a vital role in resource mobilization. Such collaborations could assist in acquiring funds, materials, and volunteer support. This multi-faceted approach could ensure sustainability and long-term growth.

MS Kohandal’s success hinges on continuous improvement. Addressing the current infrastructure deficits, securing additional staffing, and strengthening community engagement are vital steps towards creating a more effective and enriching learning environment for its students. The school’s commitment to residential education demonstrates a dedication to providing a comprehensive education and supporting the overall well-being of its students.