PROGRESSIVE EDUCATION DASHERA MAIDAN

PROGRESSIVE EDUCATION DASHERA MAIDAN was established in 1996 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in INDORE URBAN block of INDORE district of Madhya Pradesh. The school consists of Grades from 1 to 5. 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. English 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a 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 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Progressive Education Dashera Maidan: A Detailed Look at an Indore Primary School

Progressive Education Dashera Maidan, established in 1996, is a privately managed, co-educational primary school located in the urban area of Indore, Madhya Pradesh. Situated in the Indore Urban block of the Indore district, this school caters to students from Class 1 to Class 5, offering a primary-level education. The school’s infrastructure and resources provide valuable insights into its operational capacity.

The school building, privately owned, houses eight classrooms, all in good condition, providing ample space for instruction. Complementing the classrooms are two additional rooms dedicated to non-teaching activities, including a dedicated space for the head teacher. The school’s building is enclosed by a pucca, albeit broken, boundary wall, emphasizing the need for maintenance and repair.

Despite lacking an electrical connection, the school provides a functional well as its drinking water source, ensuring access to clean water for students and staff. The school boasts adequate sanitation facilities with two functional toilets each for boys and girls. A playground offers students a space for recreation and physical activity, contributing to a holistic learning environment.

While a library is present, it currently lacks books, highlighting a potential area for improvement to enhance learning resources. The school’s commitment to inclusivity is evident in its provision of ramps for disabled children, ensuring accessibility for all students. Technological resources are present in the form of four functional computers, though the school does not have a dedicated computer-aided learning lab.

The school’s academic focus is evident in its English-medium instruction and the dedicated staff comprising one male teacher and one female teacher, alongside the head teacher, Col Anil Kak. The management style is classified as Pvt. Unaided, reflecting its independent operational structure. The school does not offer a pre-primary section, focusing solely on primary education.

The school’s geographic location is pinpointed by its latitude and longitude coordinates (22.69023820, 75.84468020) and its pin code (452009). Although contact details such as phone and email are unavailable, the provided information offers a comprehensive overview of the school’s features and operations.

The school’s academic year commences in April, aligning with the standard academic calendar in the region. The school’s commitment to providing primary education in an urban setting is significant, considering the increasing demand for quality education in such areas. The availability of basic amenities like toilets and a playground suggests a focus on providing a well-rounded learning experience.

The absence of certain amenities, such as electricity and a stocked library, indicates areas for potential development. This underscores the ongoing need for improvements in school infrastructure and resources to elevate the overall educational experience for students at Progressive Education Dashera Maidan. Further investments in books and electricity would significantly enhance the school’s learning environment.

The school’s commitment to providing accessible education is commendable, particularly the presence of ramps for disabled children. This demonstrates an awareness of the importance of inclusivity in education and a dedication to serving the diverse needs of its student population. Future development could focus on expanding the library, improving the boundary wall, and integrating computer-aided learning to further enhance educational opportunities.

In conclusion, Progressive Education Dashera Maidan represents a typical primary school in an urban area of India, showcasing both its strengths and areas requiring development. The school’s existence highlights the ongoing efforts to provide primary education access, while also demonstrating the need for continuous investment to improve infrastructure and resources to enhance the quality of education.