PS NO 13 KHARGONE

PS NO 13 KHARGONE was established in 1972 and it is managed by the Tribal/Social Welfare Department. It is located in Urban area. It is located in KHARGONE block of KHARGONE 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 14 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 Pucca 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 430 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 No. 13 Khargone: A Comprehensive Overview of a Government Primary School

PS No. 13 Khargone, a government primary school located in the urban area of Khargone district, Madhya Pradesh, India, offers valuable insights into the educational landscape of the region. Established in 1972 under the management of the Tribal/Social Welfare Department, this co-educational institution caters to students from Class 1 to Class 5. The school’s infrastructure and resources provide a glimpse into the learning environment it offers its students.

The school building, a government-provided structure, houses 14 classrooms, ensuring ample space for instruction. The solid pucca boundary wall provides security, while the availability of a playground and a library with 430 books enhances the learning experience beyond the classroom. Hand pumps provide a reliable source of drinking water, crucial for the students’ well-being. Separate toilet facilities are available for boys (one) and girls (two), highlighting a commitment to gender-inclusive sanitation. Furthermore, ramps are in place to ensure accessibility for disabled children.

The teaching staff comprises a dedicated team of 10 teachers, with 6 male and 4 female educators committed to delivering quality education. Hindi serves as the medium of instruction, aligning with the local language context. Notably, the school provides midday meals, prepared and served on the school premises, addressing the nutritional needs of the students. The school’s operational efficiency is aided by its convenient accessibility via an all-weather road, and its academic year commences in April, following the standard academic calendar.

The school’s location within the Khargone block of Khargone district positions it within a specific socioeconomic context. Its urban setting influences its access to resources and the demographic profile of its student population. The school’s reliance on hand pumps for drinking water suggests a need for ongoing infrastructure development and maintenance.

The absence of computer-aided learning facilities indicates potential areas for future improvement and investment. While the existing resources cater to the fundamental educational needs, integrating technology could significantly enhance the learning experience and prepare students for the demands of the modern world.

The school’s history, established in 1972, highlights its enduring contribution to the community’s educational development. The information provided emphasizes its commitment to providing basic educational services and the role of the government in supporting the functioning of this primary institution.

The school’s management by the Tribal/Social Welfare Department highlights a focus on inclusive education and providing opportunities to students from marginalized communities. This institutional commitment underscores its role within the larger social and educational fabric of the region.

The detailed information on the school’s facilities, staff, and management paints a clear picture of its functional capacity and strengths. The available resources and infrastructure seem adequate to provide a basic primary education, yet the absence of certain technologies suggests areas where further enhancement could greatly improve the learning experience.

Future developments could include integrating technology into the curriculum, upgrading the water supply system, and potentially enhancing the library collection. These improvements could further enhance the quality of education and better prepare students for future opportunities.

The existence of PS No. 13 Khargone underscores the government’s ongoing commitment to providing primary education in urban areas. The school’s functioning highlights both its strengths and areas for future development, presenting a case study for understanding primary education within a specific socio-economic and geographical context. Such information is vital for policy-makers and educational planners alike.