NEW MS PERKHAD

NEW MS PERKHAD was established in 2010 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in MANAVAR block of DHAR 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 0 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.

NEW MS PERKHAD: A Rural Upper Primary School in Madhya Pradesh

NEW MS PERKHAD, a government-run upper primary school, stands as a vital educational institution in the rural landscape of Madhya Pradesh, India. Established in 2010 under the management of the Tribal/Social Welfare Department, this co-educational school serves students from classes 6 to 8, playing a crucial role in the community’s development.

The school’s infrastructure includes a government building housing three classrooms, all in good condition. While lacking a playground, the school does possess a library (although currently without books), ensuring access to learning resources. Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet, contributing to a healthier learning environment. The school’s drinking water source is a reliable tap water system. The school’s building features a pucca but broken wall, highlighting the need for ongoing maintenance and infrastructural improvements.

Importantly, the school provides mid-day meals, prepared and served on the school premises. This initiative tackles food insecurity among students, ensuring they are properly nourished for learning. The absence of electricity, however, poses a considerable challenge, impacting the effectiveness of teaching and learning, especially in the evening hours.

The school’s academic curriculum is delivered in Hindi, catering to the local language proficiency of the students. The teaching staff comprises one male teacher, showcasing the need for additional teachers to ensure a better student-teacher ratio and broader educational coverage. The school’s location in the MANAVAR block of DHAR district makes it accessible via all-weather roads, ensuring consistent student attendance regardless of the weather conditions. The school operates on an academic calendar that commences in April.

The absence of computer-aided learning and computers in general limits the school’s ability to integrate technology into its educational practices. This highlights a significant area where investment and resource allocation could significantly enhance the school’s educational capacity and prepare students for the modern world. The lack of ramps also presents a barrier to accessibility for students with disabilities.

The school’s management is committed to providing a quality education, but faces challenges that require attention. The need for additional teachers, improved infrastructure, including electricity and computer facilities, and the addition of books to the library are crucial steps towards achieving these goals. Community support and government investment are essential to overcome these limitations.

This underlines the importance of investing in rural education, ensuring that all students, irrespective of their background, have access to a quality education. The school serves as a testament to the commitment to education in rural areas, and addressing its current needs will significantly impact the future prospects of its students.

The absence of pre-primary sections within the school means that students enter the formal education system at class 6, potentially missing crucial early childhood education. Addressing this gap would ensure a more robust foundation for future learning. Further, the lack of a head teacher highlights the need for experienced leadership to guide the school’s growth and development.

The “Pucca But Broken” boundary wall signifies a need for urgent repair work to ensure the safety and security of the school premises. Addressing these infrastructural deficits is essential for providing a safe, conducive, and effective learning environment for the students of NEW MS PERKHAD. The school’s future hinges on the collective efforts of the community, the educational authorities, and concerned individuals.