M.S KHERDA

M.S Kherda Upper Primary School: A Comprehensive Overview

M.S Kherda, a government-run upper primary school, stands as a vital educational institution serving the rural community of Bhikangaon block in Khargone district, Madhya Pradesh. Established in 1999 under the management of the Tribal/Social Welfare Department, the school plays a crucial role in providing education to children in the area.

The school's infrastructure includes a government building housing five well-maintained classrooms, catering to students from classes 6 to 8. A dedicated space serves as a headmaster's/teacher's office, while additional rooms facilitate non-teaching activities. Despite lacking a boundary wall and electricity connection, the school boasts essential amenities. A playground and a library stocked with 227 books provide recreational and learning resources for students. Importantly, ramps are available to ensure accessibility for children with disabilities.

The school's academic focus centers on Hindi as the primary instruction medium. Four male teachers compose the teaching staff, dedicated to providing quality education to the co-educational student body. The school, while not offering a pre-primary section, ensures that students receive mid-day meals, though these are not prepared on the school premises.

The school’s operational aspects are noteworthy. It functions throughout the year, with the academic session commencing in April. The school's location ensures accessibility via an all-weather road.

The school's commitment to providing a supportive learning environment is evident. While the school doesn't currently have computers or a computer-aided learning lab, the presence of a functional library and playground speaks to its focus on holistic development. Similarly, the availability of separate boys' and girls' toilets highlights the school's dedication to providing a safe and inclusive environment.

M.S Kherda’s lack of electricity and boundary wall presents challenges, yet the school’s dedicated teachers and supportive infrastructure indicate a commitment to providing essential education to rural students. The school’s focus on Hindi instruction caters to the local linguistic needs. The school's adherence to a standard academic calendar and convenient location underscores its accessibility.

The mid-day meal program, while externally sourced, addresses the nutritional needs of the students. Further, the inclusion of ramps underscores a commitment to inclusivity. The well-maintained classrooms and the existence of a library represent a proactive approach to learning.

The school's management by the Tribal/Social Welfare Department reflects a commitment to providing educational opportunities in underserved areas. Its rural location positions the school as a vital part of the community it serves. The co-educational nature of the school promotes gender equality.

M.S Kherda, despite its resource limitations, serves as a valuable asset to the community. The school's leadership and teachers play a pivotal role in shaping the future of its students. The school’s existence, particularly in a rural setting, highlights the importance of accessible education for all.

The school's ongoing operational functionality and commitment to the educational needs of its students makes it a significant contributor to the educational landscape in Madhya Pradesh. The provision of necessary facilities, albeit with some limitations, makes M.S Kherda a testament to the ongoing efforts to improve education in rural India.

This detailed description provides a comprehensive overview of M.S Kherda school, highlighting its strengths and areas for potential improvement. The information shared can be valuable for prospective parents, educational researchers, and policymakers seeking to understand the current state of education in rural India.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.