PS W-9 DARSAINA

PS W-9 DARSAINA was established in 1998 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 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 No Boundary Wall 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 112 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 W-9 Darsaina: A Rural Primary School in Rewa, Madhya Pradesh

PS W-9 Darsaina, a government-run primary school, serves the rural community of Teonthar block in Rewa district, Madhya Pradesh. Established in 1998 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5. The school’s infrastructure includes three classrooms, housed within a government building, ensuring a suitable learning environment for its students. The school’s commitment to education is further evidenced by its library, stocked with 112 books, fostering a love for reading and learning.

The school’s daily operations are supported by two male teachers, dedicated to providing quality education to the students. Hindi serves as the primary medium of instruction, catering to the local language needs of the children. The school’s location is accessible via an all-weather road, ensuring consistent attendance for the students throughout the year. The academic year commences in April, aligning with the broader educational calendar. The provision of mid-day meals, although prepared off-site, demonstrates a commitment to student well-being and addresses potential nutritional concerns.

The school’s facilities include functional boys’ and girls’ toilets, ensuring hygiene and sanitation for the students. However, the absence of a boundary wall, electricity connection, and playground presents areas for potential improvement and future development. The school’s reliance on hand pumps for drinking water highlights the need for continuous maintenance and monitoring to guarantee safe and clean drinking water for the students.

While the school lacks computer-aided learning and computer facilities, its focus remains on delivering a strong foundational education in Hindi. The absence of a pre-primary section caters to the specific educational needs of the local community, serving students within the designated primary school age range. The school is not a residential institution, emphasizing its role as a day school for the surrounding rural area.

The school’s management, under the Department of Education, is actively engaged in providing quality education to the students. The absence of additional facilities, such as ramps for disabled children, points towards potential opportunities for future infrastructural enhancements and accessibility improvements to the school.

The school’s commitment to providing a basic level of education within its resource constraints is apparent. The dedicated teachers and functional facilities, such as classrooms and toilets, represent a commitment to improving learning outcomes for the children in the Darsaina community.

The school’s profile highlights the need for continued support and development to meet the evolving educational needs of its students. Investments in infrastructure, technology, and resources could enhance the learning experience and allow the school to better serve its community.

Further developments in the form of electricity, a boundary wall, and a playground would contribute significantly to the overall safety and learning environment of the students. The addition of computer-aided learning would expose students to modern educational technologies.

While PS W-9 Darsaina currently focuses on a core curriculum, with Hindi as the medium of instruction, the scope for future expansion and diversification of educational programs could further enrich the learning experience for the children.

PS W-9 Darsaina serves as a vital educational resource for the rural community, demonstrating the government’s commitment to providing basic education to even the most remote areas. With continued support and development, this school can further contribute to the educational growth of the children and the overall development of the community.