PRIV.PS/MS SWAMI VIVEKANAND KANKAR

PRIV.PS/MS SWAMI VIVEKANAND KANKAR was established in 2012 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in NARWAR block of SHIVPURI district of Madhya Pradesh. The school consists of Grades from 1 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 Private building. It has got 8 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 1 boys toilet and it is functional. and 1 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 Not Applicable providing mid-day meal.

Priv. PS/MS Swami Vivekanand Kankar: A Detailed Profile of a Rural Primary School in Madhya Pradesh

Priv. PS/MS Swami Vivekanand Kankar is a private, co-educational primary school located in the rural area of Narwar block, Shivpuri district, Madhya Pradesh, India. Established in 2012, this school operates under private, unaided management and offers classes from 1st to 8th standard. The medium of instruction is Hindi, catering to the local linguistic needs of the students. The school’s operational structure includes a single head teacher, Raybhan Singh Baghel, and a total of eight male teachers. The school is not residential in nature and does not have a pre-primary section.

The school’s infrastructure comprises a private building with eight classrooms, all in good condition. Two additional rooms support non-teaching activities, and a separate room is dedicated to the head teacher. While the school lacks a boundary wall, electricity connection, a playground, and a library, it does have a functional hand pump providing drinking water. Importantly, the school features ramps to ensure accessibility for disabled children. The provision of one boys’ toilet and one girls’ toilet also indicates a commitment to basic sanitation needs.

The school’s academic structure focuses on providing a primary and upper primary education (classes 1-8). The school does not provide mid-day meals and does not have computers or a computer-aided learning lab. It’s worth noting that the school’s academic focus is solely on providing quality education within its resource constraints. It is accessible via an all-weather road, starting its academic session in April.

The absence of certain amenities, such as a boundary wall, electricity, playground, and library, highlights the school’s operational challenges within its resource limitations. However, the presence of functional toilets and drinking water facilities demonstrates a focus on student health and well-being. The school’s commitment to accessibility with the ramps underscores its inclusivity.

The school’s unique feature is the provision of ramps for disabled children, demonstrating a proactive approach to inclusive education. This prioritization of accessibility underlines the school’s commitment to providing equal learning opportunities for all students, regardless of their physical abilities. This element sets it apart from many other schools in similar rural contexts.

The management’s focus on education, despite resource limitations, is commendable. The dedication of the eight male teachers showcases their commitment to imparting knowledge and shaping the future of the students in their care. The school’s emphasis on providing quality primary education in a rural setting remains a vital contribution to the community.

Priv. PS/MS Swami Vivekanand Kankar’s operational data paints a picture of a modest yet functional school striving to meet the educational needs of a rural community. While it operates within limitations regarding infrastructure and resources, the focus on providing quality education remains central to its mission. Its emphasis on accessibility is noteworthy and makes it a unique model in the region.

This school stands as a testament to the dedication of its teachers and management, working diligently within existing resource limitations. Their consistent efforts to provide a functional learning environment for the students demonstrate commitment to providing essential primary education to the community. This should be seen as a positive step in educational accessibility in a rural setting.

In conclusion, Priv. PS/MS Swami Vivekanand Kankar, despite its resource constraints, provides a valuable educational service to the community. Its dedication to inclusivity, demonstrated by the provision of ramps for disabled students, and its focus on fundamental educational needs are notable strengths. The school’s operational structure, including the number of teachers and the teaching medium, contributes to its functionality within the context of the region.

Future development efforts might focus on securing electricity, constructing a boundary wall, establishing a library and playground, and integrating computer-aided learning to further improve the school’s educational environment. Despite its current limitations, the school’s commitment to providing quality primary education deserves recognition and continued support.