PS PARASWAH

PS PARASWAH was established in 1949 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in GHUGHRI block of MANDLA 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 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 Pucca 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 38 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 Paraswah: A Rural Primary School in Madhya Pradesh

PS Paraswah, a primary school nestled in the rural landscape of Madhya Pradesh, India, stands as a testament to the enduring commitment to education in even the most remote corners of the country. Established in 1949, this government-run institution serves the community of Ghughri block in Mandla district, providing essential primary education to children from Class 1 to Class 5.

The school’s infrastructure, while modest, reflects a functional learning environment. Housed in a pucca (permanent) building, PS Paraswah boasts three classrooms, ensuring sufficient space for its students. The school is equipped with essential amenities, including separate boys’ and girls’ toilets and a reliable source of drinking water via hand pumps. A significant asset is the school’s library, which houses a collection of 38 books, fostering a love for reading and learning. The school’s management prioritizes accessibility, incorporating ramps to ensure inclusivity for students with disabilities. The absence of a playground, however, presents an area for potential future improvement.

The educational approach at PS Paraswah emphasizes Hindi as the medium of instruction, reflecting the local linguistic context. The school is co-educational, welcoming both boys and girls to learn together. A noteworthy aspect of the school’s operation is its commitment to providing mid-day meals, prepared and served on the school premises, addressing the nutritional needs of its students. This initiative ensures that hunger does not hinder their academic progress.

The teaching staff at PS Paraswah comprises two male teachers, dedicated to imparting knowledge and shaping the young minds of the community. Their expertise and commitment are essential pillars supporting the school’s educational mission. The school operates without a pre-primary section, catering specifically to primary school-aged children.

The school’s management falls under the purview of the Tribal/Social Welfare Department, emphasizing the government’s commitment to providing quality education to marginalized communities. The rural setting of the school underlines its vital role in bridging the educational gap in underserved areas.

The school’s lack of electricity and computer-aided learning facilities highlight areas where improvements could significantly enhance the learning experience. However, the presence of a library, functional toilets, and a commitment to providing mid-day meals showcase the school’s dedication to providing a basic but supportive educational foundation for its students.

While the school lacks certain modern technological resources, its fundamental infrastructure and commitment to providing a quality education remain noteworthy. The school’s dedication to providing a safe, accessible, and inclusive learning environment for children is commendable, especially considering its rural location.

PS Paraswah stands as a symbol of educational access in a remote area, despite its limitations. The school’s existence underscores the need for continued investment in rural education to ensure equitable access to quality learning for all children.

The school’s modest facilities are a testament to the commitment of the staff and the community in providing education under challenging conditions. The government’s support through the Tribal/Social Welfare Department further underlines the importance placed on educating children in this specific region.

The future of PS Paraswah hinges on continued support and investment in educational resources. Improvements in technology, infrastructure, and teacher training could significantly elevate the school’s ability to provide even better learning opportunities for its students. The school’s persistent dedication to its students, however, remains a beacon of hope for the community it serves.