SWAMIVIVEKANAND MS HAIDARGANJ

SWAMIVIVEKANAND MS HAIDARGANJ was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SEHORE block of SEHORE district of Madhya Pradesh. The school consists of Grades from 1 to 10. The school is Co-educational and it 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 Private building. It has got 8 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 200 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 Not Provided providing mid-day meal.

Swamivivekanand MS Haidarganj: A Comprehensive Profile of a Rural Primary and Secondary School

Swamivivekanand MS Haidarganj, a private, co-educational school located in the rural area of Sehore district, Madhya Pradesh, stands as a testament to educational commitment in a rural setting. Established in 2002, this institution provides primary, upper primary, and secondary education (classes 1-10) to students in the community. The school’s dedication to education is evident in its well-maintained facilities and its dedicated teaching staff.

The school boasts eight classrooms, ensuring ample space for its students. Supporting the educational environment are essential facilities like a library, stocked with 200 books, and a playground for recreational activities. Hand pumps provide a reliable source of drinking water, addressing a vital need within the school community. Separate functional boys’ and girls’ toilets are also available, reflecting the school’s commitment to inclusivity and basic sanitation needs.

The school’s teaching staff comprises six male teachers and four female teachers, along with seven dedicated pre-primary teachers, totaling ten educators committed to providing quality instruction. Hindi serves as the medium of instruction, catering to the linguistic needs of the local population. The school operates on an academic session commencing in April.

The school’s physical structure comprises a private building lacking a boundary wall and currently without electricity. Despite these limitations, the school’s classrooms are in good condition, optimized for effective learning. A distinct room for non-teaching activities and one dedicated to the head teacher further enhances the school’s organizational structure.

The school’s management falls under the Pvt. Unaided category, highlighting its independent operational structure. The absence of computer-aided learning facilities and computers underscores a need for future development to enhance the curriculum’s technological integration and broaden educational opportunities for the students. Furthermore, the school does not currently provide mid-day meals, though this could be an area of potential expansion to improve student well-being.

Swamivivekanand MS Haidarganj, despite its challenges, remains a vital part of the educational landscape in its community, demonstrating perseverance and a dedication to providing essential education to rural students. Its dedicated staff and existing resources make a significant contribution to the community’s future.

The school’s commitment to providing education from pre-primary to secondary levels showcases its comprehensive approach to education. The school’s rural location highlights its importance in bringing educational access to areas often underserved.

The school’s infrastructure, while possessing limitations such as a lack of boundary wall and electricity, is sufficiently equipped for educational purposes. The provision of separate toilet facilities and clean drinking water emphasizes the school’s attention to health and hygiene.

The presence of a library, although modest in its book collection, emphasizes the school’s recognition of the importance of literacy and broader learning. The dedicated playground offers a valuable space for physical activity and social interaction among students.

The school’s staff-student ratio indicates a degree of individualized attention. The inclusion of pre-primary education underscores the school’s holistic approach to early childhood development, laying a strong foundation for future academic success.

Future development and enhancement of resources could further benefit the school. Exploring opportunities for securing electricity, implementing computer-aided learning, and procuring additional library books could significantly enrich the learning experience for students. Securing funding for a mid-day meal program would address a crucial nutritional component. The expansion of these areas would reinforce the school’s position as a vital community asset.