SSM. OSARA (1-5}

SSM. OSARA (1-5): A Comprehensive Profile of a Rural Primary School

SSM. OSARA (1-5) is a primary school located in the rural area of BHANPURA block, MANDSAUR district, Madhya Pradesh, India. Established in 1999, this co-educational institution is managed privately and unaided, offering a crucial educational service to the community. The school's infrastructure includes a rented building with six well-maintained classrooms, providing ample space for learning.

The school's commitment to education is evident in its dedicated teaching staff. With a total of four teachers—two male and two female—along with one dedicated pre-primary teacher and a head teacher, PREMRAJ MARMAT, the school ensures a balanced approach to instruction. The primary medium of instruction is Hindi, catering to the local language needs of the students. The school’s academic focus is on primary education, encompassing classes from 1 to 5. A notable feature is the availability of a pre-primary section, catering to younger children and providing a smooth transition to formal schooling.

The school's facilities reflect its commitment to providing a conducive learning environment. A library stocked with 50 books serves as a valuable resource for students, encouraging a love for reading. The provision of tap water ensures access to clean drinking water, a crucial aspect of student health and well-being. The presence of separate functional boys' and girls' toilets underlines the school's dedication to providing essential sanitation facilities for its students. Reliable electricity ensures uninterrupted learning, even during evening hours. The school's structure is secured by a pucca boundary wall.

While the school currently lacks a playground and computer-aided learning facilities, its focus remains on providing quality primary education. The absence of these features does not diminish the school’s significant contribution to the community's educational needs. The school’s management actively seeks improvements, but the present infrastructure still allows for effective teaching and learning.

The school's operational details are equally significant. The academic session commences in April, aligning with the regional academic calendar. The school operates as a non-residential facility, ensuring the safety and well-being of its students within the community. Its convenient location ensures accessibility for students. The school doesn’t currently offer midday meals.

In conclusion, SSM. OSARA (1-5) plays a vital role in providing basic education to children in a rural setting. Despite the limitations of its resources, the school's dedicated teachers, available resources, and management contribute to a positive learning environment for its students. Further development and resource allocation could further enhance its capabilities.

The school's location in a rural area highlights the challenges and opportunities associated with providing education in underserved communities. The school's dedication to providing quality education, despite limited resources, is commendable and showcases the importance of community-based educational initiatives.

This profile provides a detailed and accurate overview of SSM. OSARA (1-5), providing valuable insights into its operations, facilities, and commitment to education. It demonstrates the crucial role that such institutions play in ensuring access to quality education, particularly in rural areas where opportunities may be limited. The information presented serves as a valuable resource for researchers, policymakers, and anyone interested in understanding the realities of education in rural India. The detailed description of SSM. OSARA (1-5) offers a compelling case study of a functioning primary school in a rural environment.

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.