PS NO 24 KHARGONE

PS NO 24 KHARGONE was established in 1981 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 6 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 Tap Water and it is functional. The school has 2 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 214 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 24 KHARGONE: A Detailed Overview of a Primary School in Madhya Pradesh

PS NO 24 KHARGONE, a primary school located in the urban area of Khargone district, Madhya Pradesh, offers a glimpse into the educational landscape of rural India. Established in 1981, this government-run, co-educational institution is managed by the Tribal/Social Welfare Department, reflecting its commitment to providing education to underserved communities.

The school’s infrastructure comprises six classrooms, ensuring adequate space for its students. Two boys’ toilets and one girls’ toilet cater to the sanitation needs of the children. A significant feature is the presence of a library, stocked with 214 books, promoting a culture of reading and learning beyond the classroom. While lacking a playground and electricity, the school ensures access to clean drinking water through a functional tap water system. Importantly, ramps are in place for students with disabilities, highlighting the school’s commitment to inclusivity.

The school’s curriculum focuses on primary education, encompassing classes from 1 to 5, with Hindi as the medium of instruction. A total of four teachers, including one male and three female teachers, dedicate their efforts to nurturing young minds. The school provides mid-day meals prepared on its premises, alleviating hunger concerns for its students.

The school’s building, while functional, is lacking some crucial modern amenities. The absence of a boundary wall, electricity, and a computer-aided learning lab points towards the need for infrastructural improvements. Despite these shortcomings, the school’s commitment to education is evident in its well-maintained classrooms, functional sanitation facilities, and accessible library.

The school’s management, the Tribal/Social Welfare Department, plays a crucial role in its operational efficiency and resource allocation. The department’s involvement signifies a proactive effort to bridge the education gap in tribal and socially vulnerable communities.

The school’s location in an urban setting provides relatively easy accessibility for students. Its establishment in 1981 showcases its longevity and continuous contribution to the community’s educational needs. The absence of pre-primary classes suggests a potential area for future expansion to cater to a broader age group.

The school’s strengths lie in its dedicated teachers, functional facilities, and commitment to inclusivity. However, the lack of certain amenities presents opportunities for improvement and modernization. The provision of electricity, a computer lab, and a playground could further enhance the learning environment.

Despite its limitations, PS NO 24 KHARGONE serves as a beacon of hope, providing basic education to children in the Khargone district. Its existence underscores the importance of government initiatives in providing educational opportunities to underserved communities.

The school’s management, along with community stakeholders, could actively seek opportunities to improve the school’s infrastructure and resources. Securing funding for electricity, computer equipment, and playground development could significantly enhance the learning experience.

Ultimately, PS NO 24 KHARGONE stands as a testament to the enduring importance of education in shaping the future of young minds. With continuous support and development, the school can further strengthen its role in empowering the community through quality primary education.