P.S.NO.5 KASRAWAD (Close-13)

P.S.NO.5 KASRAWAD (Close-13) was established in 1979 and it is managed by the Department of Education. It is located in Urban area. It is located in KASRAVAD block of KHARGONE district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Girls 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 No Building building. It has got 0 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has no 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 but not Prepared in School Premises providing mid-day meal.

P.S.NO.5 KASRAWAD (Close-13): A Detailed Profile of a Girls’ Primary School in Madhya Pradesh

P.S.NO.5 KASRAWAD (Close-13), a girls’ primary school located in the urban area of KASRAVAD block, KHARGONE district, Madhya Pradesh, offers a glimpse into the educational landscape of rural India. Established in 1979, this school, managed by the Department of Education, serves students from Class 1 to Class 5. The school’s commitment to education is evident despite its current resource limitations.

The school’s infrastructure presents a picture of ongoing development. While it currently lacks a dedicated school building, the classrooms, though limited in number, are described as being in good condition. The absence of a boundary wall, electricity, and playground highlights the need for infrastructural improvements to enhance the learning environment and ensure student safety.

The teaching methodology at P.S.NO.5 KASRAWAD relies on Hindi as the primary medium of instruction. The curriculum focuses on providing a foundational primary education, encompassing the core subjects for students in Classes 1 through 5.

A significant aspect of the school’s operation is the provision of mid-day meals, although these are not prepared on the school premises. This indicates a collaborative effort to ensure students receive proper nutrition, contributing to their overall well-being and academic performance.

The school’s resources, however, are currently limited. The lack of a library, computers, and computer-aided learning facilities underscores the need for further investment in educational resources. These resources are critical for enhancing the quality of education and providing students with access to modern teaching methods.

The absence of toilets also presents a significant challenge to the school’s operation and poses a considerable obstacle to creating a healthy and safe environment for the girls. Addressing this need is crucial to promote hygiene and well-being among the students.

Furthermore, the school’s status as a “girls only” school highlights the importance of ensuring equitable access to education for girls in the region. Providing adequate resources and support for this institution is essential for promoting gender equality in education.

The school’s location in an urban area implies that accessibility should not be a major barrier to enrollment. However, the lack of ramps for disabled children remains a critical concern and needs immediate attention to ensure inclusivity.

Despite the challenges, P.S.NO.5 KASRAWAD (Close-13) continues to provide primary education to girls in the community. The school’s dedication is commendable, and the commitment to education, despite the infrastructural and resource limitations, signifies a strong foundation for future growth. Further investments in infrastructure, resources, and teacher training would significantly enhance the learning environment.

The school’s profile serves as a valuable case study, highlighting the need for continuous improvement and investment in educational facilities in underserved communities. Addressing the identified gaps in infrastructure, resources, and teacher support is crucial for achieving quality education and empowering the young girls enrolled in this primary school.