PS FASIHWA PARSOHAR

PS FASIHWA PARSOHAR was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in DEOSAR block of SINGRAULI district of Madhya Pradesh. 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 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 No Building building. It has got 0 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 doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 0 boys toilet and it is functional. and 0 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.

PS Fasihwa Parsohar: A Rural Primary School in Singrauli, Madhya Pradesh

PS Fasihwa Parsohar, a primary school located in the rural Deosar block of Singrauli district, Madhya Pradesh, serves a vital role in the community’s educational landscape. Established in 2013 under the Department of Education, the school caters to students from Class 1 to Class 5, offering a co-educational learning environment. The school’s focus on primary education underscores its commitment to laying a strong foundation for its students.

The school’s operational details reveal its current infrastructure and resources. It operates without a dedicated school building, utilizing available space for instructional purposes. The school’s instructional medium is Hindi, fostering a connection with the local language and culture. Importantly, the school provides mid-day meals, prepared on its premises, ensuring students receive adequate nutrition for optimal learning and development. This demonstrates a commitment to holistic education, recognizing the connection between nutrition and academic achievement.

Despite operating without a formal building, the school maintains a functional setup. The administration is headed by Smt. Veena Devi Shukla, who along with a single female teacher, forms the school’s dedicated faculty. The absence of a pre-primary section indicates the school’s current focus on primary education, while the lack of male teachers highlights potential staffing needs for future expansion or diversification of its programs.

The school’s infrastructure limitations are evident in the absence of key amenities. The lack of a boundary wall, electricity, library, playground, and computers presents challenges that impact the overall learning experience. However, the presence of a well as a source of drinking water provides a fundamental necessity for the students and staff. The school’s reliance on a well, however, highlights the potential need for improved infrastructure to ensure a consistent water supply. Additionally, the lack of a computer-aided learning lab indicates limited access to technological resources, a growing necessity in modern education.

The school’s rural location influences its accessibility. While it is approachable by road, ensuring consistent access during all weather conditions, the distance to other resources might pose challenges for students from farther communities. The school’s location also underscores the crucial role it plays in bringing education to this specific area, emphasizing the impact of its presence within a rural context.

The lack of additional facilities, such as a library and computer lab, presents challenges for enriching the learning environment. The absence of these facilities highlights the need for investment in educational resources to improve the quality of education and expand learning opportunities for students. Nonetheless, the commitment of the single teacher and the headmistress demonstrates a dedication to providing the best possible education under the existing circumstances.

The school’s management structure is under the Department of Education, indicating an organizational framework that provides oversight and support. This organizational structure signifies the commitment of the education system to providing access to education to even the most remote areas, highlighting the strategic importance of PS Fasihwa Parsohar within the larger educational landscape of Madhya Pradesh.

The school’s single teacher undertakes a heavy workload. The school’s operational efficiency hinges on the efforts of the staff, emphasizing their dedication and commitment. The lack of additional teachers points towards a need for increased staffing to enhance the learning environment and provide individualized attention to students.

In summary, PS Fasihwa Parsohar is a crucial educational institution serving the rural community of Singrauli. While facing infrastructural and resource limitations, the school remains committed to providing primary education in Hindi. The school’s ongoing operation underscores the significance of education in remote areas and highlights the essential contributions of the dedicated teachers and administrators who strive to ensure the educational development of their students.

Despite its challenges, PS Fasihwa Parsohar represents a testament to the importance of providing education to under-served communities. With the addition of further resources and infrastructure improvements, the school has the potential to grow into a robust and thriving center of learning for the children of the Deosar block.