MS.SHAKKARKHEDI JAGIR

MS.SHAKKARKHEDI JAGIR was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in SITAMAU block of MANDSAUR 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 None 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 68 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. SHAKKARKHEDI JAGIR: A Rural Upper Primary School in Madhya Pradesh

MS. SHAKKARKHEDI JAGIR is a government-run upper primary school located in the rural area of SITAMAU block, MANDSAUR district, Madhya Pradesh, India. Established in 2008, the school falls under the Department of Education’s management and caters to students from classes 6 to 8. Its unique identifier is code 23190803504.

The school’s infrastructure comprises three well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities and a separate space for the school’s teachers. While it boasts a playground and a library containing 68 books, the school lacks a boundary wall and electricity connection. Despite this, the school offers essential amenities, including functional boys’ and girls’ toilets, and importantly, ramps for disabled access. The school provides mid-day meals, prepared and served on the premises.

The medium of instruction is Hindi, and the school operates as a co-educational institution, exclusively offering upper primary education (classes 6-8). It does not have a pre-primary section. The school’s readily accessible location, reachable via an all-weather road, ensures easy commuting for students. The academic year begins in April.

The school’s teaching staff consists of two male teachers. Although lacking in computer-aided learning facilities and computers for educational use, the school provides a valuable educational service to the rural community. The availability of a library, despite its modest size, signifies the school’s commitment to fostering a love of reading.

The presence of a functional playground highlights the school’s dedication to extracurricular activities, promoting physical development alongside academics. The provision of separate toilets for boys and girls, alongside ramps, underscores the school’s commitment to inclusive education, ensuring accessibility for all students.

The school’s location in a rural setting makes its services particularly crucial to the local community, serving as a vital center of learning and community engagement. The provision of mid-day meals is a crucial support system for many students, ensuring they receive adequate nutrition alongside their education.

The absence of certain facilities, such as electricity and a boundary wall, presents opportunities for future improvements and expansion. However, the existing infrastructure and resources are effectively utilized to provide quality upper primary education.

The school’s management continues to operate effectively within the limitations, proving the resilience and dedication of the educational staff. The school plays a pivotal role in empowering the community through education.

Despite lacking advanced technologies, the school remains steadfast in its commitment to providing fundamental education to the children of the area. The dedicated teachers continue to ensure a consistent level of education, despite the infrastructural challenges.

The overall functionality of the school, despite its resource limitations, stands as a testament to the dedication of the teachers and the importance of education in this rural community. The school’s future development may include seeking improvements and expansions to better serve the community.

The success of MS. SHAKKARKHEDI JAGIR underscores the vital role of government-funded schools in bridging the educational gap in rural areas. It highlights the need for continued support to ensure such schools can thrive and continue to provide quality education for generations to come.