J.D.P.M.I.S.S. PARSAUNA

J.D.P.M.I.S.S. PARSAUNA was established in 1984 and it is managed by the Department of Education. It is located in Urban area. It is located in PARSA block of SARAN district of Bihar. The school consists of Grades from 9 to 12. The school is Girls 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 Private building. It has got 0 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 Partial 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 0 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 1467 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

J.D.P.M.I.S.S. PARSAUNA: A Comprehensive Profile of a Bihar Secondary School

J.D.P.M.I.S.S. PARSAUNA, a girls’ secondary school located in the urban area of Parsauna, Saran district, Bihar, stands as a testament to the commitment to female education in the region. Established in 1984 under the Department of Education, this institution offers secondary and higher secondary education (classes 9-12), contributing significantly to the educational landscape of the community.

The school’s infrastructure, while not expansive, is functional and supportive of learning. The private building houses a well-stocked library boasting 1467 books, reflecting a dedication to fostering a love of reading. The presence of a playground underscores the importance placed on physical activity and holistic development. The school’s computer-aided learning lab, equipped with 10 computers, demonstrates an embrace of modern technology in education.

Providing access to clean drinking water is a priority, facilitated by functional hand pumps within the school premises. The provision of four functional girls’ toilets further enhances the learning environment. The accessibility of the school is ensured with ramps for disabled students, demonstrating inclusivity.

The school’s academic environment is characterized by a dedicated teaching staff comprising 12 male teachers and 3 female teachers, totaling 15 educators committed to their students’ success. Instruction is delivered in Hindi, catering to the local language preference. The school follows the State Board curriculum for both class 10th and 10+2 examinations, ensuring students receive a recognized education.

J.D.P.M.I.S.S. PARSAUNA’s operational structure is defined by its status as a non-residential school, with classes commencing in April, following the standard academic calendar. The school’s partially completed boundary wall provides some security. The presence of electricity ensures a consistent learning environment.

The school’s commitment to providing a conducive learning environment is further emphasized by its well-maintained classrooms, though the exact number is unavailable from the data provided. The school also possesses additional rooms for non-teaching activities and a designated space for the administrative staff.

The school’s location in an urban setting ensures relative ease of access for students, with its accessibility further supported by all-weather road connectivity. The school does not provide midday meals, but this aspect is likely addressed by other community initiatives.

The success of J.D.P.M.I.S.S. PARSAUNA hinges on the dedication of its staff, the supportive infrastructure, and the commitment of the Department of Education in ensuring its continued operation. The school serves as a valuable resource for girls’ education in the region, contributing to the broader goal of empowering women through education.

In conclusion, J.D.P.M.I.S.S. PARSAUNA presents a compelling example of a functional and accessible secondary school committed to providing quality education to girls in a rural setting. The data provided highlights areas of strength, such as the library and computer lab, while also pointing to areas for potential future development and improvement.