PS DHATURAPOKHRA KARKOSA

PS DHATURAPOKHRA KARKOSA was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in WAIDHAN block of SINGRAULI 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. 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 Not Provided providing mid-day meal.

PS Dhaturapokhra Karkosa: A Comprehensive Profile of a Rural Primary School

PS Dhaturapokhra Karkosa, a primary school located in the rural area of Singrauli district, Madhya Pradesh, India, offers a glimpse into the educational landscape of a rural community. Established in 2013 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s operational details provide valuable insight into its infrastructure and teaching methodologies.

The school’s instruction medium is Hindi, reflecting the local linguistic context. Currently, two male teachers are responsible for educating the students. The school’s management emphasizes that there is no pre-primary section and operates without a school building. The absence of a dedicated building presents unique challenges, highlighting the need for infrastructural development in the region.

While the school lacks certain amenities, such as electricity and a boundary wall, its focus remains on providing primary education. The lack of a library and playground, coupled with the absence of computer-aided learning, emphasizes the need for improved resources. The absence of drinking water facilities further underscores the challenges faced by the institution and its students.

The school’s teaching staff consists solely of two male teachers, highlighting the need for more teachers and potentially incorporating female teachers to provide a more balanced educational environment. The absence of any specialized facilities, such as computer labs or ramps for disabled students, suggests scope for future improvements. The school’s lack of a mid-day meal program emphasizes the need for initiatives to support students’ nutritional needs.

The school’s location in a rural setting presents both opportunities and challenges. While the rural setting offers a close-knit community atmosphere, it also presents challenges in accessing resources and infrastructure. The absence of amenities such as electricity and a boundary wall represents an immediate need for infrastructural improvement.

The school’s management structure, under the Department of Education, demonstrates a commitment to providing basic education to the community. However, the absence of key facilities underscores the need for investment and support from governmental and non-governmental organizations to enhance the educational experience for students.

Further development is crucial to improving the school’s facilities and resources. The addition of a library, playground, and computer lab would significantly enhance the learning environment, providing students with enriching opportunities beyond the classroom. Similarly, the implementation of a mid-day meal program would address nutritional needs and contribute to improved student performance. The provision of a proper school building is another crucial step towards creating a conducive learning space.

The absence of a school building and other fundamental amenities raises concerns about the learning environment. A secure and well-equipped facility would provide a more conducive atmosphere for both students and teachers, contributing to improved educational outcomes. Investing in the school’s infrastructure should be a priority to improve the quality of education offered.

Improving the school’s facilities could positively impact student learning and overall school performance. Investing in infrastructure, technology, and additional resources would enhance the educational experience for students, potentially leading to improved academic results and better overall development. Addressing the lack of a boundary wall is particularly important for providing a safe learning environment.

In conclusion, PS Dhaturapokhra Karkosa serves as a testament to the dedication of educators in rural communities. However, it also highlights the crucial need for increased investment in resources and infrastructure to provide a comprehensive and enriching educational experience for its students. Addressing the various infrastructural and resource-related challenges will not only improve the school’s functionality but also foster a more stimulating learning environment that empowers students to reach their full potential.