PS KARRAKHEDI

PS KARRAKHEDI was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in SIRONJ block of VIDISHA 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 5 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 Others 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 208 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.

PS Karrakhedi: A Rural Primary School in Madhya Pradesh

PS Karrakhedi, a government-run primary school, serves the rural community of Sironj block in Vidisha district, Madhya Pradesh. Established in 1963, this co-educational institution offers primary education from classes 1 to 5, with Hindi as the medium of instruction. The school’s commitment to providing quality education is evident in its infrastructure and resources.

Infrastructure and Facilities: The school boasts a government-provided building equipped with five well-maintained classrooms. Beyond the classrooms, additional space is dedicated to non-teaching activities and a separate room for the school’s administrative staff. A playground and a library stocked with 208 books enhance the learning experience, fostering both physical activity and a love for reading. The presence of hand pumps ensures access to safe drinking water for students and staff. Toilets are provided for both boys and girls, ensuring basic sanitation. Importantly, ramps are available, enabling access for students with disabilities. The school’s sturdy “others” type boundary wall ensures a safe and secure environment for learning.

Teaching Staff and Curriculum: PS Karrakhedi has a dedicated team of six teachers, five male and one female, who deliver the primary school curriculum. The school follows a standard academic plan tailored to students in classes 1 through 5. Meals are provided to the students, though they are not prepared on-site. While the school does not have computers or a computer-aided learning lab, the presence of a library suggests a focus on traditional learning methods and resourcefulness.

Accessibility and Location: Conveniently situated and accessible by all-weather roads, PS Karrakhedi is deeply embedded within its community. Its rural location reflects its service to the surrounding villages. The school’s operational schedule aligns with the typical academic calendar, commencing in April.

Management and Governance: Under the capable management of the Department of Education, PS Karrakhedi adheres to established guidelines and standards. This ensures accountability and consistency in delivering quality education. The school’s operations are transparent and efficient, guided by established government procedures.

Community Engagement: The school’s consistent presence in the community for over six decades speaks volumes about its enduring impact. The presence of recreational facilities, like the playground, suggests an effort to foster a holistic environment that supports both academic and social development.

Future Aspirations: While PS Karrakhedi currently focuses on primary education, future improvements could involve incorporating technology into the curriculum, enhancing the library’s resources, and potentially adding pre-primary classes if community demand arises.

Conclusion: PS Karrakhedi serves as a vital cornerstone of education within its community. Its continued operation, driven by committed teachers and a supportive government, ensures the future of learning for the children of the surrounding villages. Its dedication to providing a comprehensive and supportive learning environment, while facing resource limitations, showcases its resilience and strong community ties.

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