Local Body, HSS PT.Ravi Shukl Parasia

Local Body, HSS PT.Ravi Shukl Parasia was established in 1990 and it is managed by the Local body. It is located in Urban area. It is located in PARASIA block of CHHINDWARA district of Madhya Pradesh. The school consists of Grades from 9 to 12. 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 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 no playground. The school has a library and has 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Local Body, HSS PT. Ravi Shukl Parasia: A Comprehensive Overview

Local Body, HSS PT. Ravi Shukl Parasia, a secondary and higher secondary school (grades 9-12), stands as a pillar of education in the urban landscape of Parasia, Chhindwara district, Madhya Pradesh. Established in 1990, this co-educational institution operates under the local body’s management, serving the community with a dedicated team of educators.

The school’s infrastructure, while housed in a government building, presents certain aspects requiring attention. The absence of a boundary wall necessitates focused consideration for the safety and security of students. Further, the lack of electricity presents challenges to modern teaching methods and overall functionality.

Despite these limitations, the school boasts a well-stocked library, containing 100 books, providing vital learning resources for students. Access to clean drinking water through a functional tap water system is also a significant positive attribute. The school’s commitment to inclusive education is somewhat limited by the absence of ramps for disabled children. However, the provision of two boys’ toilets and two girls’ toilets are commendable.

The school’s teaching staff comprises eight teachers, including six male teachers and two female teachers, demonstrating a commitment to providing a balanced educational experience. The instructional medium is Hindi, catering to the linguistic needs of the local population. Two computers are available, supporting educational activities. While the school lacks a computer-aided learning lab, the presence of these computers represents a valuable resource.

The school’s academic curriculum follows the State Board for both class 10th and 10+2 examinations, equipping students with the necessary skills for future academic pursuits. The absence of a pre-primary section, however, limits the scope of educational services provided to younger children.

Although the school does not provide mid-day meals, the availability of tap water and the functional toilets contribute positively to the overall school environment. The school’s administration is headed by a single head teacher, Shalendra Kumar Shar, who along with the other teachers, contributes significantly to the school’s educational mission.

The absence of a playground limits the opportunities for physical activity and recreation, and the lack of electricity impacts both teaching and learning. However, these challenges highlight areas where improvements could significantly enhance the learning environment and contribute to the holistic development of students. Future development plans should address these shortcomings and build upon the school’s existing strengths.

The school’s commitment to education is evident in its long-standing presence in the community, serving as a crucial center of learning for the region. While certain infrastructural improvements are needed, the school demonstrates a firm foundation upon which to build a brighter future for its students.

The Local Body, HSS PT. Ravi Shukl Parasia, exemplifies the dedication to education even within resource-constrained settings, serving as a significant asset to the local community. Continuing efforts toward improvement will solidify its position as a leading educational institution in the area.