LATE BABARAOJI PATIL HS ZARI

LATE BABARAOJI PATIL HS ZARI was established in 2001 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in PARHBANI block of PARBHANI district of Maharashtra. The school consists of Grades from 5 to 10. 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. Marathi 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 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 Hedges 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 10 boys toilet and it is functional. and 10 girls toilet and it is functional. The school has a playground. The school has a library and has 1080 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 12 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Late Babaraoji Patil High School Zari: A Comprehensive Overview

Late Babaraoji Patil High School Zari, established in 2001, is a private aided co-educational upper primary and secondary school (classes 5-10) located in a rural area of the Parbhani district in Maharashtra, India. The school’s commitment to education is evident in its facilities and resources.

Infrastructure and Resources: The school operates from a rented building, but this doesn’t detract from its well-equipped classrooms. With four classrooms in excellent condition, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher, the school provides a functional learning environment. A secure hedge boundary wall encloses the school premises, providing safety and security for students. The availability of electricity ensures a consistent learning experience, while a reliable tap water supply addresses the students’ hydration needs. The school also boasts a playground for recreational activities and a library containing 1080 books, fostering a love for reading and learning beyond the classroom. Twelve functional computers and a computer-aided learning lab further enhance the educational experience. The school also provides and prepares midday meals on its premises.

Academic Focus and Curriculum: The school’s instruction medium is Marathi, aligning with the local language and culture. It follows the State Board curriculum for class 10 and other boards for higher secondary education. The school’s commitment to quality education is reflected in its nine male teachers who work diligently to provide a high-quality education to students. The school does not currently offer pre-primary education.

Accessibility and Inclusivity: While the school aims for inclusivity, it currently lacks ramps for disabled students, a detail that should be addressed to ensure full accessibility for all learners.

Technological Integration: The school’s integration of computer-aided learning and the availability of twelve computers demonstrate its commitment to modern educational practices. This proactive approach to technology integration prepares students for the demands of the 21st-century digital landscape.

Community Engagement: The school’s location in a rural area signifies its role as a vital community resource, providing essential educational services to the local population.

School Management and Governance: The private aided management structure ensures a blend of private initiative and public support, reflecting a collaborative approach to educational provision. This model may offer advantages in terms of flexibility and resource management.

Future Aspirations: While the school has achieved much, future improvements could include addressing the accessibility needs of disabled students by constructing ramps. Increasing the number of teaching resources could further strengthen its academic offerings.

Contact Information: Though contact details such as phone number and email address are unavailable at this time, further information can likely be found through local educational authorities or community resources in Parbhani, Maharashtra. Further research is encouraged for anyone seeking more detailed information about this institution.

Conclusion: Late Babaraoji Patil High School Zari offers a valuable educational service to the rural community it serves. While there are areas for potential future improvement, its current resources and infrastructure provide a sound foundation for quality education. The school’s commitment to providing a well-rounded learning experience, incorporating technology and extracurricular activities, makes it a valuable asset to the local area.