CHILD LABOUR SPL S PARASPANI KALA

CHILD LABOUR SPL S PARASPANI KALA was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DHURKI block of GARHWA district of Jharkhand. 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 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 Government building. It has got 2 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 a playground. The school has no library and has 0 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.

CHILD LABOUR SPL S PARASPANI KALA: A Rural Primary School in Jharkhand

CHILD LABOUR SPL S PARASPANI KALA is a primary school located in the rural area of Dhurki block, Garhwa district, Jharkhand. Established in 2000, this co-educational institution is managed privately and offers classes from 1st to 5th standard. Instruction is primarily conducted in Hindi. The school’s infrastructure includes a government-provided building with two classrooms, ensuring a conducive learning environment for its students.

Facilities and Resources:

The school boasts a playground, providing ample space for recreation and physical activity. Clean drinking water is readily accessible through hand pumps, ensuring the health and well-being of the students and staff. Separate functional toilets are available for boys and girls, emphasizing hygiene and sanitation. The school’s commitment to its students’ well-being is further evident in its provision of mid-day meals prepared on-site.

Teaching Staff and Curriculum:

The school employs a dedicated team of two teachers – one male and one female – who strive to provide quality education to the students. While the school doesn’t have a pre-primary section or a library, its focus remains on providing a strong foundation in primary education within the available resources. The school operates under an “Others” board for both class 10th and 10+2 level examinations, a detail which suggests flexibility in its curriculum approach.

Accessibility and Connectivity:

The school is conveniently accessible via an all-weather road, ensuring that students can attend classes regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar. While the school lacks electricity and computer-aided learning facilities, its commitment to providing basic education remains unwavering. The school building is adequately secured by an “Others” type boundary wall.

Addressing Challenges and Future Prospects:

The absence of computers and a computer-aided learning lab presents a challenge in equipping students with modern technological skills. Similarly, the lack of a library limits access to a wider range of reading materials. Despite these limitations, the school’s dedication to providing quality primary education in a rural setting is commendable. Future improvements could focus on enhancing technological resources, expanding the library facilities, and possibly incorporating additional extracurricular activities to enrich the students’ learning experience.

Community Engagement and Support:

The school’s success relies heavily on the collaborative efforts of teachers, students, parents, and the wider community. Strengthening community engagement could significantly contribute to the school’s continued growth and development. Active participation in community events, parent-teacher meetings, and open communication channels can foster a strong sense of belonging and shared responsibility for the school’s progress.

Conclusion:

CHILD LABOUR SPL S PARASPANI KALA serves as a vital educational hub in its rural community, providing essential primary education to its students. Despite facing some infrastructural challenges, the school’s commitment to providing a nurturing and supportive learning environment is evident. By addressing the existing limitations and fostering stronger community engagement, the school can further improve its educational offerings and empower its students to reach their full potential. The school’s dedication to providing mid-day meals highlights its commitment to ensuring that its students have the necessary nutrition to thrive academically. Further investments in technology and library resources would significantly contribute to enhancing the overall educational experience.

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