PS KANDRA

PS KANDRA was established in 1962 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in GHUGHRI block of MANDLA 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 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 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 a playground. The school has a library and has 24 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.

PS KANDRA: A Rural Primary School in Madhya Pradesh

PS KANDRA, a government-run primary school, stands as a vital educational institution serving the rural community of GHUGHRI block in MANDLA district, Madhya Pradesh. Established in 1962 under the management of the Tribal/Social Welfare Department, this co-educational school caters to students from Class 1 to Class 5, providing foundational education to young learners.

The school’s infrastructure includes a government building with three well-maintained classrooms dedicated to instruction. Additional rooms facilitate non-teaching activities, ensuring a conducive learning environment. While lacking a boundary wall and electricity connection, the school boasts a functional playground and a library stocked with 24 books, fostering both physical and intellectual development. The availability of hand pumps provides a reliable source of drinking water, essential for the students’ well-being. Furthermore, the school is equipped with separate, functional boys’ and girls’ toilets, addressing essential sanitation needs. Conveniently accessible via an all-weather road, the school initiates its academic session in April.

The instructional medium at PS KANDRA is Hindi, delivered by a dedicated team of four teachers—three male and one female. The school provides mid-day meals, prepared and served on the school premises, ensuring students receive proper nutrition. The school’s focus remains solely on primary education (Classes 1-5), without a pre-primary section.

Despite lacking computers and a computer-aided learning lab, PS KANDRA’s commitment to education is evident in its provision of a library and playground. The absence of ramps for disabled children, however, highlights an area for potential future improvement.

The school’s rural location emphasizes its crucial role in providing educational opportunities to children in underserved areas. Its dedication to providing a basic education, coupled with mid-day meals, showcases its commitment to the holistic development of its students.

PS KANDRA’s history, spanning over six decades, demonstrates its enduring contribution to the community. Its ongoing operation underscores the importance of consistent government support for rural schools, ensuring access to quality education for all children.

This primary school stands as a testament to the essential role education plays in rural development. The efforts invested in its operations contribute to the future prospects of the community it serves. The school’s infrastructure, although not extensive, provides a sufficient learning environment.

The school’s management by the Tribal/Social Welfare Department highlights the government’s commitment to providing education to marginalized communities. Its location, accessibility, and provision of essential amenities such as water and sanitation demonstrate a dedication to creating a supportive learning environment.

Further improvements, such as the addition of computers and a computer-aided learning lab, could enhance the educational experience for the students. Similarly, addressing the absence of ramps for disabled students would contribute to making the school more inclusive.

In conclusion, PS KANDRA serves as a significant educational pillar in its rural community. While challenges remain, its continuous operation and commitment to primary education underscore its essential role in fostering the future of its students and the broader community it serves.