GPS PEREN VILLAGE

GPS PEREN VILLAGE was established in 1953 and it is managed by the Department of Education. It is located in Rural area. It is located in PEREN block of PEREN district of Nagaland. The school consists of Grades from 1 to 5. 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. English 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 6 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 Barbed Wire Fencing boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 18 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.

GPS PEREN VILLAGE: A Comprehensive Overview of a Rural Primary School in Nagaland

GPS PEREN VILLAGE, established in 1953, is a primary school located in the rural PEREN block of PEREN district, Nagaland. Managed by the Department of Education, this co-educational institution offers classes from 1 to 5, with an attached pre-primary section catering to younger learners. Instruction is primarily conducted in English, reflecting a commitment to modern educational standards. The school’s infrastructure, though basic, adequately supports its educational goals.

The school building, a government-provided structure, houses six classrooms in good condition, ensuring sufficient space for all students. The school’s grounds include a playground, providing crucial space for physical activity and recreation. Furthermore, a library, stocked with 18 books, encourages a love for reading among the students.

Despite its rural location, the school boasts essential amenities. Two boys’ toilets and two girls’ toilets ensure access to basic sanitation. The presence of a separate room for the head teacher underscores the dedication to administrative efficiency. A barbed wire fence secures the school premises, providing a safe environment for learning.

While the school lacks electricity and computer-aided learning facilities, its commitment to education is evident in other aspects. A pre-primary section with one dedicated teacher reflects an investment in early childhood education. The school’s three male teachers diligently provide instruction, ensuring a student-teacher ratio that allows for personalized learning experiences. The midday meal program, provided and prepared on the school premises, directly addresses the nutritional needs of the students.

The school’s management actively works within its limitations, prioritizing the fundamental aspects of education. The absence of computers does not hinder the commitment to quality instruction. The focus remains on core subjects, delivered effectively using traditional methods.

The GPS PEREN VILLAGE school, despite its resource constraints, represents a beacon of hope for the community. Its dedication to imparting knowledge and nurturing young minds is commendable, showcasing the enduring spirit of education in even the most remote areas.

The school’s rural location presents unique challenges. The lack of electricity and computer resources highlights the need for increased infrastructural investment in rural education. Yet, the school’s success in providing a fundamental education underlines the importance of committed teachers and resourceful management.

The school’s accessibility via all-weather roads suggests a commitment to ensuring that students can attend school regardless of weather conditions. The April start to the academic session reflects the adjustments necessary for optimal learning in the region’s climate.

The school’s management structure, under the Department of Education, reflects a systemic approach to rural education management. The consistent provision of the midday meal program highlights the commitment to addressing the broader socio-economic needs of the student body.

GPS PEREN VILLAGE, with its strengths and limitations, serves as a compelling example of the challenges and triumphs of rural education in Nagaland. The school’s continued operation, despite resource limitations, speaks volumes about the dedication of its staff, the resilience of its students, and the crucial role education plays in shaping the future of the community.