PARSURAM VIDHYA PEETH NAGDA

PARSURAM VIDHYA PEETH NAGDA was established in 2014 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in KHACHROD block of UJJAIN district of Madhya Pradesh. The school consists of Grades from 1 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 Rented 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 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 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 20 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.

Parsuram Vidya Peeth Nagda: A Comprehensive Profile of a Madhya Pradesh Primary School

Parsuram Vidya Peeth Nagda, a private, unaided co-educational primary school, stands as a testament to educational commitment in the urban landscape of Khachrod block, Ujjain district, Madhya Pradesh. Established in 2014, this institution serves students from Class 1 to Class 8, providing a foundation in Hindi as the primary medium of instruction. The school’s commitment to accessibility is evident in its location, easily reached by road regardless of weather conditions. The academic year commences in April, adhering to the regional calendar.

The school’s infrastructure, while modest, is functional. Housed in a rented building, the school possesses two well-maintained classrooms dedicated to instruction and two additional rooms for various non-teaching activities. A dedicated space for the teaching staff further enhances organizational efficiency. A pucca boundary wall ensures the security of the premises, while reliable electricity ensures consistent functioning. The school’s drinking water supply comes from hand pumps, a common solution in rural and urban areas. The availability of two boys’ toilets and two girls’ toilets underlines the school’s commitment to basic sanitation facilities.

Technology integration plays a significant role in the school’s approach to education. The presence of a computer-aided learning lab, equipped with one computer, signifies a proactive effort to integrate technology into the learning process. Further contributing to the learning environment is a library stocked with 20 books, providing students with access to supplementary reading materials. The school also boasts ramps for disabled students, confirming its commitment to inclusivity and equal access to education.

The teaching staff comprises four dedicated educators—one male teacher and three female teachers. This dedicated team fosters a supportive learning environment. The school’s management structure is streamlined, efficiently managing the daily operations and ensuring a smooth academic flow. Although the school does not offer a pre-primary section or provide midday meals, the focus remains on delivering quality primary and upper primary education within the existing resources.

The school’s location in an urban setting provides access to numerous community resources and facilitates easy commuting for students. Its accessibility via all-weather roads further ensures continuity of education, even during adverse weather conditions. The school’s commitment to improvement is reflected in its previous relocation, indicating a proactive approach to upgrading facilities and adapting to growing needs.

Parsuram Vidya Peeth Nagda’s commitment to delivering quality primary education within its resource constraints is evident in its infrastructure, dedicated teaching staff, and thoughtful integration of technology. Although lacking certain amenities typically found in larger schools, its focus on providing a solid educational foundation remains unwavering. The school’s location and accessibility contribute positively to student enrollment and retention.

While the absence of a playground and a larger library might present future expansion opportunities, the school’s commitment to its students and the community it serves is evident in its daily operations and long-term vision. The school’s continued success hinges on its ability to maintain its existing resources, attract and retain quality teachers, and secure necessary funding for future improvements and expansion.

In conclusion, Parsuram Vidya Peeth Nagda represents a valuable educational resource in its community. Its commitment to accessible education, despite limited resources, speaks volumes about the dedication of its staff and the broader commitment to improving educational opportunities in Madhya Pradesh. The school’s progress and future growth will depend on ongoing support from the community and the continuous striving for educational excellence.