MS. SHAKRIYA KHEDI

MS. SHAKRIYA KHEDI was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in MANASA block of NEEMUCH 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 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 Partial 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 1 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 22 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. Shakriya Khedi: A Rural Upper Primary School in Madhya Pradesh

MS. Shakriya Khedi is a government-run upper primary school located in the rural area of the Manasa block, Neemuch district, Madhya Pradesh. Established in 2006, this co-educational institution serves students from grades 6 to 8, providing a crucial link in their educational journey. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and curriculum.

The school’s infrastructure comprises a government building equipped with four well-maintained classrooms, dedicated spaces for non-teaching activities, and a separate room for the teachers. A partial boundary wall surrounds the school grounds, while a functional playground provides a space for recreation and physical activity. The school also boasts a library stocked with 22 books, offering students access to supplementary reading materials. Importantly, ramps for disabled children ensure accessibility to all areas of the school.

The school’s commitment to its students extends to providing a mid-day meal, prepared and served on the school premises. This ensures that students receive adequate nutrition, supporting their overall well-being and academic performance. The school’s location in a rural setting underlines its importance in bridging the educational gap and fostering opportunities for children in underserved communities. This readily accessible school serves as a cornerstone for primary education in the region.

The school’s instruction is conducted in Hindi, making education accessible and relatable to the local student population. The teaching staff consists of one male and one female teacher, dedicated to providing quality education to the children in their care. The absence of a pre-primary section emphasizes the school’s focus on providing upper primary education and reflects the specific educational needs of the community it serves. The school’s accessibility via an all-weather road ensures that students can reach the school regardless of weather conditions. The school’s operational year commences in April, aligning with the academic calendar of the region.

The provision of clean drinking water via hand pumps is a critical aspect of the school’s functionality, ensuring students’ health and hydration throughout the school day. Separate and functional toilets for boys and girls are also available, reflecting a commitment to providing a safe and hygienic environment. The school’s lack of computer-aided learning facilities is a notable point, highlighting potential areas for future infrastructural development and resource allocation that could enrich the learning experience.

The availability of a library, albeit small, signifies the school’s emphasis on literacy and the provision of learning resources beyond the curriculum. The presence of a functional playground indicates a balanced approach to education, encompassing both academic learning and recreational activities conducive to a child’s holistic development. The overall infrastructure, while modest, demonstrates a dedication to providing a conducive learning environment.

The school’s rural setting underscores its importance in providing access to education in areas often underserved. This rural location emphasizes the critical role of MS. Shakriya Khedi in providing education and opportunity to children in this specific area, contributing to the broader goal of universal education.

The school’s commitment to providing a safe, accessible, and supportive learning environment, despite its limited resources, makes MS. Shakriya Khedi a vital educational institution for the community it serves. The school’s management and teachers contribute greatly to the educational landscape of the region, supporting the academic progress of the students in their care.

This government-run school serves as a beacon of opportunity, offering crucial upper primary education and a supportive environment for children in a rural setting. The school’s future development will undoubtedly be guided by its dedication to its students and the needs of the community it serves. The positive aspects of the school’s infrastructure and its essential provision of a mid-day meal highlight the impact that dedicated educational services can have in rural areas.