PS SUKRAS

PS SUKRAS was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in KHATEGAON block of DEWAS 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 Dilapidated 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 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 Provided and Prepared in School Premises providing mid-day meal.

PS SUKRAS: A Rural Primary School in Madhya Pradesh

PS SUKRAS, a primary school located in the rural area of KHATEGAON block, DEWAS district, Madhya Pradesh, stands as a testament to the enduring commitment to education in the region. Established in 1971, this co-educational institution under the Department of Education caters to students from classes 1 to 5. While its infrastructure presents challenges, its dedicated staff and commitment to learning remain unwavering.

The school’s building is described as dilapidated, highlighting the need for infrastructural improvements. Despite this, it boasts four classrooms in good condition, ensuring a space for effective teaching. The provision of a library with 45 books and a playground underscores the school’s commitment to enriching the learning experience beyond the curriculum. The availability of hand pumps ensures access to clean drinking water for students. Further enhancing accessibility, ramps for disabled children are provided, demonstrating a commitment to inclusivity.

The dedicated teaching staff comprises three male teachers and two female teachers, demonstrating a balanced faculty dedicated to imparting knowledge. Hindi serves as the medium of instruction, catering to the local linguistic context. The school’s operational structure includes a single boys’ toilet and a single girls’ toilet, facilities which, while basic, meet the minimum needs. The school’s meals are prepared and provided on the premises, ensuring that students have access to nutritious food.

While the school lacks a computer-aided learning lab and computer resources, its strong foundation in foundational subjects contributes significantly to the community’s educational landscape. The absence of a boundary wall underscores the need for enhanced security and safety measures. Similarly, the lack of electricity presents a challenge in utilizing modern learning aids and optimizing the learning environment.

Despite these infrastructural shortcomings, PS SUKRAS stands as a beacon of educational opportunity for the rural community. The school’s commitment to providing a basic education in a safe and inclusive environment remains paramount. Its dedicated teachers strive to deliver quality instruction using available resources.

The availability of a library, although modest in its collection, points towards a focus on fostering a love for reading among students. The playground provides crucial space for physical activity and social interaction. Hand pumps, although a simpler source of water, provide a vital resource for hydration.

The school’s location in a rural area, accessible by all-weather roads, underscores its accessibility to a wider population. The start of the academic session in April aligns with the regional calendar. The school’s management actively seeks to provide a holistic educational experience for its students, overcoming limitations with commitment and dedication.

The absence of pre-primary sections indicates a focus on primary education, catering to the specific educational needs of the community. The school’s co-educational nature ensures equitable access to education for both boys and girls. This equitable access underscores the school’s commitment to the principles of inclusive education.

This rural school’s story underscores the challenges and triumphs of providing education in underserved areas, highlighting the crucial role of dedicated teachers, community support, and government initiatives in ensuring that even in regions with limited resources, children have access to a basic, quality education. The future of PS SUKRAS relies on continued support and investment to address its infrastructural needs and further enhance its educational capabilities.