PS.DHARIYA KHEDI

PS.DHARIYA KHEDI was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in MANDSAUR block of MANDSAUR 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 5 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 Tap Water 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 30 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.DHARIYA KHEDI Primary School: A Comprehensive Overview

PS.DHARIYA KHEDI, a government primary school located in the rural area of Mandsaur district, Madhya Pradesh, India, has been serving the community since its establishment in 1972. Managed by the Department of Education, this co-educational institution provides primary education (grades 1-5) with Hindi as the medium of instruction. The school’s location is easily accessible via an all-weather road, ensuring consistent attendance, regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s infrastructure comprises a government-provided building with five well-maintained classrooms dedicated to teaching. These classrooms are complemented by additional rooms for non-teaching activities, and a dedicated space for administrative purposes. The school is secured by a pucca (permanent) boundary wall, ensuring a safe learning environment for the students. While the school currently lacks electricity, it is equipped with a reliable source of tap water for drinking purposes.

Sanitary facilities are provided with one functional boys’ toilet and one functional girls’ toilet, underscoring the school’s commitment to hygiene. A significant asset is the school’s playground, a valuable space for recreational activities and physical development. The school also houses a library with a collection of 30 books, encouraging a love of reading and fostering literacy skills amongst the students.

The school’s teaching staff consists of five male teachers, dedicated to providing quality education to the students. The school prepares and provides mid-day meals on the premises, ensuring that students receive proper nourishment throughout the school day. Ramps for disabled children are available, demonstrating the school’s commitment to inclusivity and accessibility for all students.

Importantly, the school is committed to providing a holistic education. The availability of a library and playground demonstrate a wider focus than just academic achievement. The provision of mid-day meals highlights the school’s commitment to the well-being of its students, ensuring that they are adequately nourished to learn effectively. The presence of a pucca wall underscores the school’s commitment to providing a safe learning environment.

The school’s infrastructure, although basic, is functional and serves the needs of its students effectively. The absence of certain amenities, such as computer-aided learning and electricity, highlights areas where future development and investment could significantly enhance the learning experience. However, the school’s strong foundation, coupled with its dedicated teachers, ensures that it continues to provide valuable primary education to the children of Dhariya Khedi village.

The school’s commitment to providing a safe and supportive environment is evident in its infrastructure, including the pucca boundary wall and functional toilets. The availability of ramps demonstrates inclusivity and accessibility, ensuring that all students can participate fully in the learning process. The presence of a playground and a library, however small, indicates a commitment to providing a well-rounded education.

PS.DHARIYA KHEDI school successfully delivers a fundamental education, focusing on literacy and numeracy within its limited resources. While lacking some modern amenities, it effectively serves its community by providing a safe and nurturing space for learning. The school’s dedicated teachers and management actively ensure students are well cared for academically and physically.

In conclusion, PS.DHARIYA KHEDI, despite its limited resources, is a functioning and valuable institution. Its continued operation demonstrates the community’s commitment to education and the importance of access to basic learning opportunities, even in rural settings. Further development and investment in technology and infrastructure would undoubtedly enhance the school’s capacity to deliver even better educational experiences.

The school’s dedication to its students and the community is clearly visible in its functioning infrastructure, dedicated teachers, and commitment to providing mid-day meals. While future developments could enhance the learning experience, PS.DHARIYA KHEDI serves as a testament to the importance of education in rural areas, offering hope and opportunities for the future. The school’s unwavering focus on education underscores its vital role in the community.