MS NO 3 KHARGONE

MS NO 3 KHARGONE was established in 1970 and it is managed by the Tribal/Social Welfare Department. It is located in Urban area. It is located in KHARGONE block of KHARGONE district of Madhya Pradesh. The school consists of Grades from 6 to 8. The school is Boys 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 2 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 164 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 Not Provided providing mid-day meal.

MS No. 3 Khargone: A Detailed Profile of an Upper Primary School

MS No. 3 Khargone, a government-run boys’ school, stands as a testament to educational efforts in the Khargone district of Madhya Pradesh, India. Established in 1970 under the management of the Tribal/Social Welfare Department, this urban school serves students from classes 6 to 8. Its commitment to providing quality education is evident in its existing infrastructure and teaching staff.

The school building, a sturdy pucca structure, houses four classrooms, each designed to facilitate effective learning. The presence of a library stocked with 164 books underscores the school’s dedication to fostering a love of reading and expanding students’ knowledge beyond the classroom. A functional playground further enhances the learning environment, encouraging physical activity and social interaction.

Accessibility is a priority at MS No. 3 Khargone. The school features ramps for disabled children, ensuring inclusivity and equal access to education for all. Reliable access to drinking water through hand pumps also contributes to a healthy and supportive learning environment. Furthermore, the provision of two functional boys’ toilets highlights the school’s focus on hygiene and sanitation.

The teaching staff at MS No. 3 Khargone comprises two teachers – one male and one female – dedicated to imparting knowledge and nurturing the students’ intellectual growth. Instruction is provided in Hindi, making education accessible and relatable to the local community. The school’s location in an urban area also facilitates convenient access for students and their families.

The school’s infrastructure further reflects its commitment to student well-being. A pucca boundary wall provides security and a defined learning space. While the school currently lacks electricity and a computer-aided learning lab, its existing resources still provide a foundation for learning.

Despite the absence of a computer lab and electricity, MS No. 3 Khargone focuses on providing a supportive learning environment. The availability of a playground and library demonstrates its commitment to holistic development, extending beyond the traditional curriculum. The school’s dedication to accessible infrastructure, such as ramps and functional toilets, underscores its inclusive approach to education.

The school’s management by the Tribal/Social Welfare Department suggests a commitment to serving the needs of the local community. This commitment, coupled with the school’s established infrastructure and dedicated staff, paints a picture of an institution actively striving to provide quality education to its students.

The fact that the school does not provide midday meals does present a challenge, however, it is still an important part of the educational landscape of Khargone. The school’s continued operation over several decades underscores its crucial role in the community. Further development and investment could significantly enhance its capabilities.

While there is no information provided regarding the head teacher, the dedicated male and female teachers play a vital role in ensuring the educational needs of the students are met. The school’s history, coupled with its existing features, portrays a resilient institution committed to its students’ success.

In conclusion, MS No. 3 Khargone serves as a valuable educational resource for boys in the Khargone district. Its history, infrastructure, and dedicated staff provide a strong foundation for learning, despite certain resource limitations. The school’s commitment to accessibility and inclusive practices demonstrates its dedication to providing quality education for all.