PS SANSAKAR V. M PARVALIYA

PS SANSAKAR V. M PARVALIYA was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in THANDLA block of JHABUA 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 Rented 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 have electric connection. The source of Drinking Water in the school is Tap Water 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 a playground. The school has a library and has 100 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 Not Provided providing mid-day meal.

PS Sansakar V. M Parvaliya: A Comprehensive Overview of a Rural Primary School

PS Sansakar V. M Parvaliya, a primary school nestled in the rural landscape of JHABUA district, Madhya Pradesh, India, offers a glimpse into the educational landscape of a typical village school. Established in 2000, this co-educational institution, managed privately and unaided, caters to students from Class 1 to Class 5, providing a crucial foundation for their academic journeys.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. Housed in a rented building, it boasts three well-maintained classrooms dedicated to instruction. Adding to its facilities are a functional library stocked with 100 books, a playground for recreational activities, and a reliable tap water supply for drinking. The presence of separate boys’ and girls’ toilets further enhances the overall hygiene and safety of the school premises. Importantly, the school building is secured by a pucca boundary wall and benefits from a reliable electricity connection.

Ensuring accessibility for all students, the school features ramps for disabled children, facilitating inclusive learning. While the school currently doesn’t have computer-aided learning or computers for teaching purposes, the presence of a library and playground underscore the school’s commitment to holistic development. The school does not provide mid-day meals.

The teaching staff comprises six teachers—three male and three female—dedicated to imparting knowledge to their students. Hindi serves as the medium of instruction, fostering a connection with the local language and culture. The school operates on an academic calendar that commences in April, aligning with the broader educational schedule of the region.

The school’s location in a rural area underscores its vital role in providing educational opportunities to children in underserved communities. Its management structure, as a privately unaided institution, indicates a reliance on community support and private funding to maintain its operations and meet the educational needs of its students.

The school’s residential status is notable, though the specific residential type remains unspecified, highlighting a unique aspect of its operational context. The lack of a pre-primary section indicates a focus on primary education, serving as the foundation for students before potential transitions to higher educational levels.

The school’s infrastructure is further characterized by its rented building and the absence of computer-aided learning resources. These factors present potential areas for future development and resource enhancement, aligning with broader educational goals for inclusive access to technology and improved learning resources.

The lack of information on specific contact details such as phone number and email address limits direct engagement, potentially hindering communication with the school administration. Future improvements in this area could enhance accessibility and communication with potential stakeholders.

PS Sansakar V. M Parvaliya’s rural location highlights its vital role in bridging the educational gap in underserved communities. This privately managed primary school provides a strong foundation for young learners, emphasizing literacy in Hindi and offering basic educational infrastructure including a library and playground. Although lacking in certain technological resources, its existing facilities, including functional toilets and accessible ramps, are commendable.

Looking forward, enhancements in technological access and communication channels could significantly enhance the school’s capacity to provide a holistic and technologically advanced education for its students, building upon its existing strengths and commitment to providing quality education to the children of the community.