P.M.V. PARSA BELAHARI

P.M.V. PARSA BELAHARI was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in BIRDPUR block of SIDDHARTHNAGAR district of Uttar 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 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 Government building. It has got 3 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 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 0 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.

P.M.V. PARSA BELAHARI: A Rural Upper Primary School in Uttar Pradesh

P.M.V. PARSA BELAHARI is a government-run upper primary school located in the rural BIRDPUR block of SIDDHARTHNAGAR district, Uttar Pradesh, India. Established in 2004 under the Department of Education, this co-educational institution caters to students from classes 6 to 8. The school’s commitment to education is evident in its facilities and operational aspects, despite some areas needing further development.

The school building, a government structure, houses three classrooms in good condition. These classrooms are essential for providing a conducive learning environment for the students. While the absence of a boundary wall might pose some security concerns, the presence of electricity ensures essential facilities remain functional. The school utilizes Hindi as its primary medium of instruction, making learning accessible to the local community. The school’s location makes it easily reachable throughout the year via an all-weather road.

The school’s infrastructure includes essential facilities such as functional boys’ and girls’ toilets, each with one unit, and hand pumps providing a reliable source of drinking water. The inclusion of ramps for disabled children demonstrates a commitment to inclusivity. The presence of a library, though currently lacking books, shows a dedication towards fostering a love of reading among students. This aspect could benefit from increased investment and resource allocation to enhance its functionality.

Interestingly, the school provides and prepares midday meals on its premises, ensuring students have access to nutritious food. This aspect supports the students’ learning and overall well-being, showing that the school plays a vital role in supporting the community’s educational and nutritional needs. The school operates on an academic session commencing in April. However, the absence of a playground could restrict students’ recreational opportunities and physical development.

The school’s management is dedicated to providing a quality education, despite some infrastructure limitations. Further development in areas like the playground, library resources, and the lack of a boundary wall would enhance the overall learning experience. The fact that the school is solely an upper primary institution suggests opportunities for expanding its scope to cater to a wider range of age groups, if appropriate.

This highlights the importance of continued support and investment in rural education to provide equitable access to quality education for all children. Addressing the school’s infrastructural needs, specifically the library’s book collection and the playground’s absence, will ensure a more holistic and engaging learning experience for its students.

The school’s location in a rural area makes it a critical part of the local community’s educational infrastructure. The dedicated staff strives to provide a quality education despite the resource constraints. Further governmental support and community engagement could significantly boost the school’s facilities and offerings.

In conclusion, P.M.V. PARSA BELAHARI offers a crucial educational service in its region, however, future investment in infrastructural improvements and resource allocation will enhance its capacity to provide a comprehensive learning experience for its students, further benefitting the local community. Continuous development will enable it to meet the evolving needs of its student population and contribute significantly to the educational landscape of Uttar Pradesh.

The school’s details, including its code (09540201902), location, and management information, are readily available for further inquiries. The dedication of the school to its students, despite the challenges, underlines the importance of supporting rural education initiatives. The provision of midday meals demonstrates a commitment that goes beyond mere academic instruction.

This comprehensive overview of P.M.V. PARSA BELAHARI offers valuable insight into a typical rural school in Uttar Pradesh, highlighting both its strengths and areas requiring further development. This information serves as a valuable resource for stakeholders involved in educational planning and improvement initiatives in the region.