PS SUSARKHEDA

PS SUSARKHEDA was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in KHAKNAR block of BURHANPUR 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 Pucca But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 57 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 Susarkheda: A Rural Primary School in Madhya Pradesh

PS Susarkheda, a government-run primary school, serves the rural community of Khakar, Burhanpur district, Madhya Pradesh. Established in 1998 under the management of the Tribal/Social Welfare Department, this co-educational institution provides education for students from classes 1 to 5. The school’s infrastructure, while functional, presents some challenges.

The school building, though government-provided, is described as having a “pucca but broken” wall. Despite this, the school boasts two classrooms in good condition, ensuring sufficient space for its students. Electricity is available, a crucial factor for effective learning. However, the lack of a playground limits recreational opportunities for the children.

Instruction is primarily delivered in Hindi, reflecting the local language. The school’s commitment to education is evident in its library, which houses 57 books, offering supplementary reading material for the students. A mid-day meal program, provided and prepared on-site, addresses the nutritional needs of the children, supporting their overall well-being.

The school’s staff comprises one male teacher and one female teacher, working collaboratively to provide quality education. The absence of pre-primary sections and computer-aided learning facilities highlights areas where improvement could enhance the learning experience. Likewise, the lack of drinking water on the premises poses a significant challenge that needs immediate attention.

The school’s facilities include one functional boys’ toilet and one functional girls’ toilet, indicating an effort to provide basic sanitation. However, the absence of ramps indicates a need for improvements in accessibility for students with disabilities. Furthermore, the lack of computers and a computer lab restricts opportunities for technologically enhanced learning.

PS Susarkheda’s location in a rural setting presents both opportunities and challenges. While the accessibility via an all-weather road is positive, the lack of resources such as a playground, computers, and drinking water facilities necessitate urgent attention from concerned authorities.

The school’s humble beginnings and persistent challenges highlight the need for continued support to enhance its infrastructure and resources. Addressing the shortcomings, such as the broken boundary wall, lack of a playground, and inadequate drinking water facilities, would significantly improve the learning environment and well-being of the students.

Improvements in technology integration, including the addition of computers and a computer lab, would also provide valuable educational opportunities, bridging the digital divide experienced by many rural schools. Investment in these aspects would not only enhance the learning experience but also contribute to the overall progress of the school and its community.

The school’s dedicated staff continues to provide valuable education to the children, working under challenging conditions. By addressing the identified infrastructural and resource limitations, PS Susarkheda can create a more conducive and holistic learning environment for its students, fostering their academic growth and well-being.

The information provided underscores the need for collaborative efforts from government agencies, NGOs, and the community to improve the overall condition of PS Susarkheda, helping it fulfill its potential to provide quality education for the rural children it serves. Further investment in resources and infrastructure upgrades are crucial for fostering a positive learning atmosphere and bridging the gap between PS Susarkheda and its more resourced urban counterparts.