CHILD ACADEMY PARSAHI

CHILD ACADEMY PARSAHI was established in 2014 and it is managed by the Unrecognised. It is located in Rural area. It is located in CHANDWA block of LATEHAR district of Jharkhand. The school consists of Grades from 1 to 1. The school is Co-educational and it have an attached pre-primary section. The school is N/A 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 3 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 Others 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 no playground. The school has a library and has 106 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 Applicable providing mid-day meal.

CHILD ACADEMY PARSAHI: A Rural Primary School in Jharkhand, India

CHILD ACADEMY PARSAHI, a primary school located in the rural area of CHANDWA block, LATEHAR district, Jharkhand, India, offers a glimpse into the educational landscape of a developing region. Established in 2014, this co-educational institution provides education from Class 1 to Class 1, with an attached pre-primary section catering to younger learners. The school’s management is currently unrecognized, highlighting the need for further support and recognition within the educational system.

The school’s infrastructure comprises a private building with three classrooms, all in good condition, ensuring a conducive learning environment for its students. While lacking computer-aided learning facilities and electricity, the school boasts a library with a collection of 106 books, offering valuable resources for its students. Hand pumps provide the school with a functional source of drinking water, addressing a crucial aspect of student well-being. Separate functional toilets for boys and girls further contribute to a safe and hygienic learning environment. The absence of a playground, however, presents an area for potential improvement.

The teaching staff consists of five female teachers and one head teacher, SABITA DEVI, demonstrating a strong female presence in the institution. Instruction is provided in Hindi, reflecting the local language and cultural context. The school operates on a single-shift system and is not a residential school. Its accessibility is ensured by all-weather road connectivity. The academic year begins in April, aligning with the broader academic calendar.

The school’s management remains unrecognized, a factor that could significantly impact its access to resources and support. This underscores the importance of government initiatives and private collaborations to enhance the infrastructure and educational resources available to rural schools. The lack of computers and computer-aided learning facilities presents a significant gap in the school’s technological capabilities, hindering its ability to provide modern and engaging educational experiences.

The school’s strong female teaching staff signifies a commitment to education within the community. The presence of a library and functional toilets demonstrates a focus on basic educational needs. Further support is crucial in addressing the limitations concerning technology and infrastructure to elevate the quality of education.

The availability of a pre-primary section showcases an effort to provide early childhood education, laying a solid foundation for the students’ academic journey. The school’s commitment to providing a safe and hygienic learning environment is evident in the provision of separate functional toilets for boys and girls, and a reliable drinking water source.

The absence of a playground highlights an opportunity for enhancement and improvement. The addition of recreational facilities could significantly contribute to the overall well-being and holistic development of the students. The limited number of classrooms also suggests a potential need for expansion to accommodate future growth and increasing enrollment.

The school’s rural setting and reliance on hand pumps for drinking water underscore the challenges faced by educational institutions in such locations. Addressing these infrastructural limitations is vital for ensuring a high-quality learning experience for the students and promoting equal access to education.

CHILD ACADEMY PARSAHI’s current status presents a complex picture of a school striving to provide education despite limited resources. Its strengths lie in its dedicated teaching staff, existing library, and functional sanitation facilities. However, areas requiring further support include improved infrastructure, technology integration, and potential expansion.

The story of CHILD ACADEMY PARSAHI exemplifies both the challenges and the resilience of rural education in India. With appropriate support and investment, this school has the potential to significantly contribute to the educational upliftment of its community. Further development and recognition would greatly enhance its ability to provide a more comprehensive and impactful learning environment for its students.