PS KHARADI

PS KHARADI was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in KANNOD block of DEWAS district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 Dilapidated 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 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 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 45 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 KHARADI: A Rural Primary School in Dewas, Madhya Pradesh

PS KHARADI, a primary school nestled in the rural landscape of Dewas district, Madhya Pradesh, offers a glimpse into the educational landscape of a typical Indian village. Established in 1984 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Its commitment to education is evident in its dedicated teaching staff and available resources.

The school’s infrastructure, while showing its age, remains functional. The building, described as dilapidated, still houses five classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher. The school’s lack of a boundary wall and electricity presents challenges, underscoring the need for infrastructural improvements.

Despite these challenges, PS KHARADI provides essential amenities for its students. A playground and a library stocked with 45 books offer enriching extracurricular activities and learning resources. The presence of ramps for disabled children demonstrates a commitment to inclusivity, ensuring accessibility for all students.

The school’s academic program utilizes Hindi as the medium of instruction, reflecting the local language and cultural context. The teaching staff consists of one male and one female teacher, providing a balanced approach to education. Interestingly, the school also features a pre-primary section, catering to the youngest learners in the community.

The school’s location, accessibility via an all-weather road, and the April commencement of the academic session showcase its efforts to overcome geographic limitations and provide a consistent educational experience. The lack of a mid-day meal program highlights a potential area for improvement, impacting student nutrition and well-being.

While lacking computer-aided learning and computers altogether, PS KHARADI prioritizes traditional teaching methods. This underscores a potential need for technological integration to enhance the learning experience and prepare students for the modern world.

The school’s toilets, one each for boys and girls, fulfill a basic sanitation need. However, the absence of a consistent source of drinking water represents another significant area requiring attention to ensure the health and hygiene of its students.

The school’s rural setting and the absence of residential facilities reflect the local community’s structure and educational needs. The school’s contribution to the community is evident in its long-standing presence and dedicated teaching staff.

Looking ahead, there is a clear opportunity to improve PS KHARADI’s facilities and resources. Investing in infrastructure, technological upgrades, and enhancing the mid-day meal program would substantially benefit the students and elevate the school’s educational capabilities.

PS KHARADI, despite its limitations, stands as a testament to the enduring commitment to education in rural India. With the right support and resources, this primary school can continue to play a crucial role in shaping the future of its students and community.