PARANGA MAHARSAHI PPS

PARANGA MAHARSAHI PPS was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in CHHENDIPADA block of ANGUL district of Orissa. The school consists of Grades from 1 to 5. 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. Odia 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 2 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 But Broken boundary wall. The school has doesn’t 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 no 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 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.

PARANGA MAHARSAHI PPS: A Rural Primary School in Odisha

PARANGA MAHARSAHI PPS, a government-run primary school located in Odisha, India, provides education for students from Class 1 to Class 5. The school is situated in a rural area and has a total of 3 teachers, including 1 male and 2 female teachers.

This co-educational institution offers instruction in Odia and has 2 classrooms equipped with basic facilities like toilets for both boys and girls. Although the school building is constructed with pucca materials, it is in a state of disrepair.

The school is not equipped with modern amenities like computer-aided learning facilities or a library. It also lacks a playground and a dedicated drinking water source. Accessibility for disabled students is not provided as the school does not have ramps.

The school’s academic program follows the curriculum of the Odisha State Board of Education. Notably, the school provides meals to its students, which are prepared and served within the school premises. PARANGA MAHARSAHI PPS was established in 2010 and serves as a crucial educational resource for the local community.

Key Highlights of PARANGA MAHARSAHI PPS:

• Location: Rural Odisha, India
• School Type: Government-run, Co-educational
• Classes: From Class 1 to Class 5
• Instruction Medium: Odia
• Teachers: 3 (1 Male, 2 Female)
• Classrooms: 2
• Facilities: Toilets for boys and girls, pucca building (in need of repair)
• Amenities: None (No computer-aided learning, library, playground, drinking water, ramps for disabled)
• Management: Department of Education
• Establishment Year: 2010
• Meal Provision: Provided and prepared in school premises

Educational Significance:

PARANGA MAHARSAHI PPS plays a vital role in providing basic education to children in the rural area. Despite its lack of modern facilities, the school strives to provide a quality learning experience for its students. The presence of dedicated teachers, including both male and female educators, ensures that the school caters to the needs of a diverse student population.

Future Considerations:

The school could benefit from improvements in infrastructure and the addition of essential amenities. Investing in computer-aided learning, establishing a library, providing a playground, and ensuring access to clean drinking water would enhance the learning environment and create a more comprehensive educational experience for the students.

Furthermore, improving accessibility for disabled students by installing ramps would ensure inclusivity and provide equal opportunity for all children to benefit from quality education.

Conclusion:

PARANGA MAHARSAHI PPS serves as a vital educational resource in a rural community. Despite its limitations, the school strives to provide quality education for its students. Addressing its infrastructure and facility needs would further enhance its educational capacity and ensure a more inclusive learning environment for all.