PS NAMAPUR (MIRIKHEDA)

PS NAMAPUR (MIRIKHEDA) was established in 1949 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KHALWA block of KHANDWA 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 4 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 no playground. The school has a library and has 142 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 Namapur (Mirikedha): A Rural Primary School in Madhya Pradesh

PS Namapur (Mirikedha), a government-run primary school, stands as a vital educational institution in the rural landscape of Khandwa district, Madhya Pradesh. Established in 1949 under the management of the Tribal/Social Welfare Department, this co-educational school serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys.

The school’s infrastructure comprises a government building with four classrooms, all in good condition. While lacking a boundary wall and electricity connection, the school provides essential amenities including hand pumps for drinking water, separate functional boys’ and girls’ toilets, and importantly, ramps for disabled access. A well-stocked library, housing 142 books, further enhances the learning environment. The school’s location, accessible by all-weather roads, ensures that students can attend regardless of weather conditions. The academic year commences in April, following the standard calendar for the region.

The school’s teaching staff consists of three male teachers, dedicated to providing quality education. Hindi serves as the primary medium of instruction. The school diligently prepares and provides midday meals on the premises, ensuring students receive proper nourishment to support their learning. The head teacher, B.P. Kasde, leads the team, providing guidance and direction to the entire school staff.

The school’s rural setting reflects the community it serves. Its establishment reflects a long-standing commitment to education in this area. Despite lacking certain amenities like a playground or computer-aided learning facilities, the school focuses on providing the fundamental elements of a quality primary education. The school’s dedication to providing a functional and accessible learning environment is evident in its facilities.

The lack of electricity underscores the challenges faced by many rural schools in India, yet the school’s commitment to educating children in the community remains unwavering. The absence of a boundary wall highlights the need for further infrastructure development; however, this does not detract from the essential educational services provided.

The school’s library, stocked with 142 books, represents a valuable resource for students, fostering a love of reading and expanding their knowledge beyond the classroom. The provision of midday meals speaks to the school’s holistic approach to education, addressing both academic and nutritional needs. The inclusion of ramps for disabled children demonstrates a commitment to inclusivity.

The school’s management by the Tribal/Social Welfare Department reflects a targeted effort to provide educational opportunities to under-served communities. The school’s continued operation for over seventy years speaks volumes about its importance to the local community and its enduring contribution to the education of the region.

PS Namapur (Mirikedha) serves as a testament to the dedication of educators and the importance of basic education in rural India. While improvements in infrastructure and technology could further enhance the learning experience, the school’s current efforts provide a foundation for future growth and success for its students.

The school’s location in KHALWA block of KHANDWA district provides crucial context. Its accessible location, despite the challenges of a rural setting, underscores the importance of providing educational opportunities in even the most remote areas. The commitment to providing a safe and accessible learning environment, despite infrastructural limitations, makes PS Namapur (Mirikedha) a valuable asset to the community.

In conclusion, PS Namapur (Mirikedha) is a functional primary school striving to provide a quality education to children in a rural setting. While facing challenges common to many rural schools in India, its dedication to education and its commitment to providing essential facilities serve as a testament to its vital role in the community.