UPG PS PARSATAND

UPG PS PARSATAND was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in BARWADIH block of LATEHAR district of Jharkhand. 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 N/A 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 N/A building. It has got 4 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 a playground. The school has a library and has 50 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.

UPG PS Parsatand: A Rural Primary School in Jharkhand, India

UPG PS Parsatand, a primary school nestled in the rural landscape of Jharkhand, India, stands as a testament to educational access in underserved communities. Established in 2005, this co-educational institution operates under the Department of Education, catering to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated teaching staff and essential facilities.

The school’s infrastructure, while modest, serves its purpose effectively. Four classrooms provide a learning environment for the students, each in good condition and conducive to effective teaching. While the school lacks a boundary wall and electricity, the provision of hand pumps ensures access to clean drinking water, a crucial aspect of hygiene and health. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to gender-sensitive facilities.

Further contributing to a holistic learning experience, UPG PS Parsatand boasts a library stocked with 50 books, a playground for recreational activities, and ramps for disabled access. This thoughtful provision of facilities demonstrates the school’s dedication to inclusive education, ensuring that all students have equal opportunities.

The school’s teaching staff comprises two teachers—one male and one female—who provide instruction in Hindi. The curriculum focuses on primary education (classes 1-5) with meals provided and prepared on the school premises, contributing to the students’ overall well-being. The school’s rural location emphasizes its role in providing educational opportunities to children in remote areas, often lacking in such resources.

The absence of computers and a computer-aided learning lab reflects the challenges faced by many rural schools in India, highlighting the need for greater investment in educational technology to enhance the learning experience. However, the availability of a library, however small, signals a commitment to fostering a love of reading and learning among the students.

The school’s management by the Department of Education provides a sense of institutional support and accountability. This aligns with broader government initiatives to improve education in rural areas. The dedication of the teaching staff, despite resource limitations, is a significant factor in the school’s success in providing basic primary education.

The school’s operational effectiveness is a testament to the collaborative effort of educators, community members, and governmental agencies dedicated to providing quality education, despite the challenges inherent in a rural setting.

UPG PS Parsatand’s existence highlights both the successes and challenges faced in expanding access to quality education in rural India. Continued support and investment are crucial to further enhance the school’s facilities and resources.

The school’s location in the Barwadih block of Latehar district underscores its contribution to community development, providing educational opportunities that empower the next generation. Its commitment to inclusive practices through provisions for disabled access demonstrates the school’s inclusive ethos and determination to cater to the diverse needs of its student population.

Further investment in technology, library resources, and infrastructure improvements could significantly enhance the educational opportunities for students of UPG PS Parsatand. This would contribute to better learning outcomes and a brighter future for the students and the wider community it serves. The school serves as a case study for ongoing efforts to improve rural education in Jharkhand and beyond.