NEW VIVEKANAND ENG.PARASALI (1-8)

NEW VIVEKANAND ENG.PARASALI (1-8) was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GAROTH block of MANDSAUR district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Rented 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

New Vivekanand English School: A Comprehensive Profile

New Vivekanand English School, located in Parasali, offers primary and upper primary education (classes 1-8) in a rural setting within the Garot block of Mandsaur district, Madhya Pradesh. Established in 2003, this co-educational institution is privately managed and stands as a vital part of the community.

The school’s infrastructure comprises four classrooms housed in a rented building. While lacking a boundary wall, the school boasts electricity and a playground, providing essential amenities for student activities. A key asset is the presence of a computer-aided learning lab equipped with one computer, supporting modern teaching methods. The school also has one boys’ toilet and one girls’ toilet, ensuring basic sanitation facilities for students.

The school’s academic program is conducted in Hindi, reflecting the local language and ensuring accessibility for students. Instruction is delivered by a team of four male teachers and one pre-primary teacher. The school’s management is private and unaided, highlighting its reliance on community support and private funding.

The head teacher, Banshilal Rawat, leads the school’s dedicated teaching staff. The school’s operational details reveal that it is a non-residential institution, with an attached pre-primary section catering to younger children. The school’s accessibility is further enhanced by its all-weather road approach. Its academic year commences in April, aligning with the regional educational calendar.

The school actively embraces technology, as evidenced by its computer-aided learning facility. However, the absence of a library and a lack of drinking water facilities represent areas that could benefit from improvement. The school’s commitment to providing quality education is evident, despite the challenges posed by resource limitations.

Further improvements in the school infrastructure, including the construction of a boundary wall and provision of drinking water, would enhance the learning environment and overall safety for students. The addition of library resources would also greatly benefit students’ academic growth and development.

While the school presently lacks a midday meal program, the dedication of its teaching staff and the presence of essential amenities underscore its commitment to providing education to the community. The school’s continuous operation since 2003 speaks to its enduring importance within the local area.

The school’s reliance on a rented building highlights the need for sustainable infrastructural development to ensure long-term stability. Addressing the need for a permanent building and improving facilities such as the library and drinking water are crucial steps towards enhancing the educational experience for students.

Future development plans could focus on securing funding to improve the existing infrastructure, expand the library, and establish a midday meal program. These improvements would further enhance the quality of education provided and strengthen the school’s position within the community.

In conclusion, New Vivekanand English School provides valuable educational services to the rural community, despite its limitations. With focused efforts on infrastructure development and resource acquisition, the school has the potential to become an even stronger asset, ensuring a brighter future for its students.