PS PARASIYA NAVEEN

PS PARASIYA NAVEEN was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in TEONTHAR block of REWA 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 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 Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 66 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 but not Prepared in School Premises providing mid-day meal.

PS PARASIYA NAVEEN: A Rural Primary School in Rewa, Madhya Pradesh

PS PARASIYA NAVEEN, a government-run primary school, serves the rural community of Teonthar block in Rewa district, Madhya Pradesh. Established in 2001 under the Department of Education, this co-educational institution provides education for students from classes 1 to 5. The school’s infrastructure includes two classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher.

The school’s building, while classified as “Pucca But Broken,” serves its purpose. The lack of electricity presents a challenge, but the availability of hand pumps ensures access to drinking water. A noteworthy feature is the school library, housing 66 books, offering valuable resources for young learners. However, the absence of a playground limits recreational opportunities for students.

The school’s educational approach relies on Hindi as the primary language of instruction, reflecting the local linguistic context. The school’s single teacher provides instruction to all students, emphasizing the importance of educational access in this rural setting. The mid-day meal program, though not prepared on-site, provides crucial nutritional support for the students.

While the school lacks computers and computer-aided learning facilities, its focus remains on delivering quality primary education. The absence of ramps highlights a need for future accessibility improvements. The school’s modest infrastructure, while functional, points to the ongoing need for investments in educational resources in underserved rural areas.

The school’s location in a rural area emphasizes its critical role in providing educational opportunities to children who might otherwise lack access to formal schooling. Its dedicated teacher and existing resources demonstrate a commitment to education despite facing infrastructure limitations.

The absence of a pre-primary section limits the comprehensive educational provision available. The school’s limited resources also underscore the greater need for governmental and community support for rural schools like PS PARASIYA NAVEEN.

Future development goals could include acquiring computer facilities to enhance learning, constructing a playground to foster physical activity, and addressing the condition of the school building. Securing electricity and expanding the library’s collection would further enhance the educational experience for students.

Collaborations with NGOs or private organizations could help bridge the resource gap and improve infrastructure. The community’s active participation in supporting the school’s development could significantly enhance the overall quality of education provided.

The school’s commitment to providing primary education in a rural setting serves as a testament to the dedication of its teacher and the importance of educational access for all children. Addressing the existing challenges through collaborative efforts and strategic investments will pave the way for a more enriching and effective learning environment.

In conclusion, PS PARASIYA NAVEEN is a vital community asset, offering primary education despite its resource limitations. Continued support and investment are necessary to empower this institution to further enhance the educational experiences of its students and contribute to the overall development of the community.