MS POKHARA

MS POKHARA was established in 1973 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 2 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 No Boundary Wall 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 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 320 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 Pokhara: A Rural Upper Primary School in Singrauli, Madhya Pradesh

MS Pokhara, a government-run upper primary school, stands as a pillar of education in the rural landscape of Singrauli district, Madhya Pradesh. Established in 1973 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, offering a crucial stage in their academic journey. The school’s commitment to providing quality education is evident in its various facilities and resources.

The school’s infrastructure includes two well-maintained classrooms, providing ample space for learning. While lacking a boundary wall, the school boasts a reliable electricity supply, ensuring a conducive learning environment. The provision of hand pumps guarantees access to clean drinking water for students and staff. Furthermore, the presence of a functional library stocked with 320 books underscores the school’s dedication to fostering a love for reading and knowledge.

Complementing its traditional learning resources, MS Pokhara also utilizes technology to enhance the educational experience. The school possesses three functional computers and a dedicated computer-aided learning lab, integrating technology into the curriculum. The school also provides and prepares mid-day meals on the premises, addressing the nutritional needs of its students.

The school’s dedicated team comprises two male teachers, led by Head Teacher AnnatlAL Verma. They work tirelessly to impart knowledge and skills to their students. The instruction medium is Hindi, ensuring accessibility and relevance to the local community. The school’s commitment to inclusivity is further demonstrated by the availability of separate boys’ and girls’ toilets, ensuring a safe and comfortable learning environment for all.

The school’s location in a rural setting highlights its crucial role in bridging the educational gap and empowering the community. Despite its limitations, such as the lack of a playground and ramps for disabled children, MS Pokhara consistently strives to provide a quality education for its students.

The school’s management structure, overseen by the Department of Education, ensures adherence to established educational standards and practices. This strong institutional backing guarantees that MS Pokhara remains a vital part of the educational landscape in Singrauli.

The absence of a pre-primary section and the school’s upper primary focus (grades 6-8) clearly define its educational scope and specialization. This targeted approach allows the school to concentrate resources and efforts on providing effective instruction for its specific student population.

MS Pokhara’s humble beginnings in 1973 have shaped its identity as a resilient institution dedicated to serving its community. Through consistent efforts and community support, it has maintained its presence, providing access to education in a region where such opportunities may be limited.

Looking ahead, MS Pokhara’s future may involve further development and expansion of its facilities. The addition of a playground, boundary wall, and ramps for disabled access could significantly enhance the school environment and promote inclusivity. However, its current state demonstrates a dedication to providing a fundamental education.

Despite its modest resources, MS Pokhara serves as a beacon of hope and opportunity, providing a vital educational service to the students of Singrauli. The school stands as a testament to the importance of education in rural communities and the ongoing commitment to improving the lives of its students.