UEGS PARSAUNA KALA

UEGS PARSAUNA KALA was established in 1995 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 Government building. It has got 5 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 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 Provided but not Prepared in School Premises providing mid-day meal.

UEGS Parsauna Kala: A Rural Primary School in Singrauli, Madhya Pradesh

UEGS Parsauna Kala, a government-run primary school, serves the rural community of Deosar block in Singrauli district, Madhya Pradesh. Established in 1995, the school operates under the Department of Education and offers classes from 1st to 5th standard. The school’s co-educational environment caters to students from the surrounding area, providing a crucial foundation for their education.

The school building itself is a government structure, equipped with five classrooms in good condition. While there is no pre-primary section, the school offers a Hindi-medium instruction, making learning accessible to local children. The school utilizes hand pumps as its primary source of drinking water, ensuring a basic level of sanitation and hydration.

Infrastructure-wise, the school boasts a library containing 100 books, providing students with access to supplemental reading materials. The presence of separate boys’ and girls’ toilets highlights a commitment to providing a safe and respectful learning environment. Importantly, the school is accessible to students with disabilities, thanks to the inclusion of ramps.

The school’s teaching staff consists of two male teachers, dedicated to providing quality education. Despite the lack of a computer lab or computer-aided learning, the school’s focus remains on providing a solid foundational education in the Hindi language, aligning with the needs of the local community.

The school’s mid-day meal program, although not prepared on-site, ensures that students receive necessary nourishment. The absence of a boundary wall or playground presents opportunities for future development and improvement of the school’s facilities. The lack of electricity remains a challenge, potentially limiting the school’s capacity to expand its educational offerings.

The school’s location in a rural area reflects its vital role in providing educational access to children who might otherwise lack such opportunities. Its simple, yet functional, infrastructure combined with the dedicated staff demonstrates a commitment to education within the community.

The school’s reliance on a Hindi-medium instruction underscores its close relationship with its local community and the cultural context in which it operates. This approach ensures that the language barrier is minimized, allowing for more effective learning and engagement.

Further development could include the implementation of computer-aided learning and the addition of a playground, which would greatly enhance the students’ educational experience and recreational opportunities. The establishment of a boundary wall would also provide greater security and privacy for the school community.

With its strong commitment to providing a basic education and its existing resources, UEGS Parsauna Kala stands as a beacon of opportunity in its rural setting. The school’s dedication to its students despite its limitations highlights the importance of educational access in marginalized communities.

The school’s success story underscores the need for continued support and investment in rural education, ensuring that all children, regardless of their background or location, have access to a quality education. Future improvements and expansions would further solidify UEGS Parsauna Kala’s position as a vital institution in the Singrauli district.