GOVT. MIDDLE SCHOOL PARASKOL

GOVT. MIDDLE SCHOOL PARASKOL was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in ARANG block of RAIPUR district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t 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 Government 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 Pucca boundary wall. The school has 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 266 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.

Govt. Middle School Paraskol: A Comprehensive Overview

Govt. Middle School Paraskol, established in 1998, serves the rural community of Arang block in Raipur district, Chhattisgarh. Managed by the Department of Education, this co-educational institution provides upper primary education (classes 6-8), playing a vital role in the local community’s educational landscape. The school’s commitment to providing quality education is evident in its infrastructure and resources.

The school’s infrastructure includes a government-provided building with three well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, and a separate space is designated for the head teacher. The presence of a pucca boundary wall ensures a safe and secure learning environment. Reliable electricity ensures uninterrupted learning, while hand pumps provide a dependable source of drinking water.

Further enhancing the learning experience, the school boasts a functional playground and a library stocked with 266 books, fostering both physical activity and a love for reading. Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet. Accessibility is also considered, with ramps ensuring easy access for disabled students. The school’s commitment to providing nutritious meals is demonstrated through the provision of mid-day meals, prepared on the school premises.

The teaching staff consists of two teachers—one male and one female—dedicated to providing quality instruction in Hindi, the school’s medium of instruction. The school operates on an academic calendar that begins in April, aligning with the broader educational schedule in the region. The school’s rural location and the use of Hindi as the medium of instruction are key factors that contribute to the school’s relevance and accessibility within its community.

The school’s lack of computer-aided learning facilities presents an area for potential improvement. However, the availability of basic infrastructure, a well-stocked library, and a dedicated teaching staff demonstrates a commitment to providing a functional and supportive learning environment within its available resources. The school’s strong focus on providing a comprehensive learning experience is evident through the resources available and the commitment from the staff.

Its location in a rural area emphasizes its crucial role in providing accessible education to students who might otherwise lack access to educational opportunities. This underlines the school’s importance as a cornerstone of the local community. The school’s facilities, despite limitations, show a commitment to basic needs.

The school’s dedication to providing mid-day meals is significant, ensuring students receive proper nutrition, which is essential for their academic performance and overall well-being. This underlines the school’s commitment to holistic student development, beyond just academic learning.

The information provided highlights the school’s adherence to established educational standards and its adaptation to the specific needs of its students and community. The use of Hindi as the primary instructional language underscores the school’s sensitivity to local linguistic preferences, promoting effective communication and learning.

In summary, Govt. Middle School Paraskol stands as a testament to the commitment to providing quality education in a rural setting, despite resource limitations. The school’s dedication to its students and its role in the community is evident in its functionality and focus on providing a holistic learning experience. This commitment should be commended and supported, enabling future improvements and enhancements to its facilities and resources.