M.S. PARSULIYAKALA

M.S. PARSULIYAKALA was established in 1999 and it is managed by the Department of Education. It is located in Rural area. It is located in SUSNER block of AGAR MALWA district of Madhya Pradesh. 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 4 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 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 no playground. The school has a library and has 265 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 but not Prepared in School Premises providing mid-day meal.

M.S. Parsuliyakala: A Profile of a Rural Upper Primary School in Madhya Pradesh

M.S. Parsuliyakala is a government-run upper primary school located in the rural heartland of Madhya Pradesh, India. Established in 1999 and managed by the Department of Education, this co-educational institution serves students from classes 6 to 8. The school’s dedication to providing quality education is evident in its facilities and resources.

The school building, a sturdy pucca structure, houses four classrooms, all in excellent condition. Supporting the educational environment are additional rooms for non-teaching activities, ensuring a functional and organized space for students and staff. While lacking electricity, the school provides access to clean drinking water through hand pumps, a critical factor in maintaining hygiene and health.

The educational approach emphasizes Hindi as the primary language of instruction. Two male teachers provide instruction to students, utilizing a curriculum designed for upper primary level learning. Though it lacks a pre-primary section and computer-aided learning facilities, the school compensates by offering a well-stocked library containing 265 books, fostering a love for reading and self-learning.

The school’s commitment extends beyond academics. Separate functional toilets for boys and girls prioritize hygiene and safety. Furthermore, ramps are in place for disabled students, showcasing an inclusive environment that caters to the needs of all learners. The school, though lacking a playground, provides mid-day meals, ensuring students receive adequate nutrition to support their studies.

The school’s location in the SUSNER block of the AGAR MALWA district places it within a rural community, highlighting its role in serving the educational needs of the local population. Its accessibility via all-weather roads ensures that students can attend school regardless of weather conditions. The academic year commences in April, following the standard academic calendar.

The school’s infrastructure and resources reflect a pragmatic approach to education. While the absence of certain amenities might be noted, the existing facilities are well-maintained and functional. The focus remains on providing a quality educational experience for students in the region, tailored to the specific needs and circumstances of the community it serves.

The school’s management and staff work to bridge the gaps in resources through effective utilization of existing facilities. The dedication of the two teachers underscores a commitment to imparting knowledge and fostering growth in students, despite resource limitations. Their efforts exemplify resilience and dedication within the context of rural education in India.

The availability of a library and its sizable collection of books reflect a deliberate attempt to promote literacy and a lifelong love of learning among students. The school’s library stands as a silent testament to the value placed on learning and the opportunities it provides in the community.

M.S. Parsuliyakala’s story is representative of many rural schools in India, striving to provide basic education with limited resources. It highlights the importance of community support and government initiatives in providing equitable access to quality education for all children, regardless of their background or location. The school’s ongoing operation and commitment to education are a beacon of hope for the future of the region.

The school’s profile underscores the ongoing need for investment in rural education infrastructure and resources. Addressing the lack of electricity and computer-aided learning facilities would further enhance the quality of education provided. However, the existing resources are effectively utilized to provide a meaningful learning environment for the students of M.S. Parsuliyakala.