MS TUMDIYA KHEDI

MS TUMDIYA KHEDI was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in RAJGARH block of RAJGARH 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 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 No Boundary Wall 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 5 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 Tumdiya Khedi: A Rural Upper Primary School in Madhya Pradesh

MS Tumdiya Khedi is a government-run upper primary school located in the rural area of Rajgarh district, Madhya Pradesh, India. Established in 2001 under the Department of Education, this co-educational institution serves students from classes 6 to 8, providing a crucial link in their educational journey. The school’s commitment to education is evident in its dedicated facilities and resources.

The school building, a government structure, houses three well-maintained classrooms designed for effective learning. While lacking a boundary wall and electricity, the school offers essential amenities for its students, including a functional playground and a library stocked with five books. The provision of hand pumps ensures access to clean drinking water, a vital necessity for the students’ well-being. Separate boys’ and girls’ toilets, with two and one respectively, are available on the premises. The school also provides mid-day meals, ensuring that students receive proper nutrition to support their learning.

The instructional medium is Hindi, aligning with the local language and cultural context. The school’s two male teachers are committed to providing quality education to their students. The school is easily accessible via an all-weather road. The academic session commences in April, following the standard academic calendar.

The school’s infrastructure further underscores its commitment to the students’ needs. The presence of a library, although small, shows a commitment to fostering a love for reading and learning beyond the classroom. The playground offers a space for recreation and physical activity, crucial for the holistic development of the children. Ramps for disabled children are available, ensuring inclusivity in access to education.

Though the school lacks computer-aided learning facilities and computers, its focus remains on providing foundational education in a supportive environment. The absence of pre-primary sections and advanced academic levels reflects the school’s current scope and specialization in upper primary education. The dedicated teachers, despite the resource limitations, play a pivotal role in providing educational opportunities to children in this rural community.

The school’s management by the Department of Education ensures adherence to government guidelines and policies. This commitment to established educational standards and practices underscores the school’s role within the larger educational system of Madhya Pradesh.

The lack of specified contact information, such as phone number and email address, might pose a challenge for potential inquiries. However, the school’s physical presence and established role within the community remain its strengths.

In conclusion, MS Tumdiya Khedi, despite its limited resources, functions as a vital educational hub in a rural setting. Its dedicated staff, commitment to providing mid-day meals, and presence of essential facilities, despite the absence of certain modern amenities, highlight its importance in shaping the educational landscape of its surrounding community.

The school’s future development might benefit from the addition of computer-aided learning, electricity, and an expanded library. These improvements could further enhance the educational opportunities and overall learning experience for the students.

Future initiatives could also focus on attracting additional teachers, particularly female teachers, to create a more balanced and diverse learning environment. The enhancement of infrastructure and resources would significantly contribute to the school’s capacity to provide higher quality education to the children in its care.