PS OKHARAWAL

PS OKHARAWAL was established in 1955 and it is managed by the Department of Education. It is located in Rural area. It is located in WAIDHAN block of SINGRAULI 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 2 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 40 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 Okharawal: A Rural Primary School in Singrauli, Madhya Pradesh

PS Okharawal, a government-run primary school, serves the rural community of Waidhan block in Singrauli district, Madhya Pradesh. Established in 1955, this co-educational institution offers primary education from classes 1 to 5, with Hindi as the medium of instruction. The school’s dedication to providing quality education is evident in its commitment to providing meals prepared on-site, ensuring students receive proper nourishment alongside their studies.

The school’s infrastructure, while modest, provides a functional learning environment. It comprises two well-maintained classrooms designed for effective teaching. Additional space is allocated for non-teaching activities and a dedicated room for the school’s staff. Despite lacking a boundary wall and electricity, the school possesses a library stocked with 40 books, fostering a love for reading among the students. The provision of hand pumps ensures access to clean drinking water, a crucial aspect of maintaining hygiene and well-being. Furthermore, the school’s accessibility is enhanced by ramps for disabled children, promoting inclusivity.

The school’s teaching staff consists of one male teacher, dedicated to imparting knowledge and guiding the students. The absence of pre-primary sections reflects the school’s focus on primary education. The management is undertaken by the Department of Education, underlining the government’s commitment to providing quality education to underserved communities. The school’s location, although rural, is conveniently accessible by road, ensuring students can attend regardless of weather conditions.

While the school lacks modern amenities like computers and a computer-aided learning lab, the commitment to providing a functional and safe learning environment is clearly demonstrated. The presence of separate boys’ and girls’ toilets underscores the school’s dedication to maintaining hygiene and providing a comfortable learning space for all students. Although a playground is absent, the school’s focus on academics and basic needs remains paramount.

The school’s rural setting highlights its role in bridging the educational gap in underserved areas. The dedicated staff, along with the provision of essential amenities like clean water and a library, significantly contribute to creating a conducive learning environment. The school’s adherence to the academic calendar, starting in April, signifies a commitment to maintaining a structured learning experience.

PS Okharawal’s history, stretching back to 1955, underscores its long-standing contribution to the community. Its continuous operation despite the absence of certain modern facilities showcases the resilience and dedication of the staff in providing essential educational services. The absence of a boundary wall does not detract from the school’s commitment to the academic success of its students.

The school’s management by the Department of Education underscores the government’s involvement in ensuring access to education for all. This commitment extends to providing mid-day meals, ensuring that students receive proper nutrition to support their learning. This reflects a broader strategy of addressing both educational and nutritional needs within the community.

The provision of ramps for disabled children highlights a focus on inclusivity and accessibility, ensuring that all students, regardless of their physical abilities, have equal opportunities to benefit from the education provided. This reflects a commitment to equal opportunities and the overall well-being of the students.

In conclusion, PS Okharawal stands as a testament to the dedication of educators working in challenging conditions. While lacking some modern resources, the school effectively serves its community by providing basic educational necessities, promoting inclusivity, and nurturing young minds in a rural setting. Its simple structure and core commitment to teaching and learning make it a valuable asset to the Waidhan community. The school’s continuous operation for over six decades speaks volumes about its importance to the local population.

The school’s commitment to quality education despite resource limitations underscores the importance of community-focused education initiatives and the dedication of teachers working to improve educational opportunities in rural areas. PS Okharawal’s story is a powerful reminder of the vital role that even modest schools play in empowering communities.