MAHI ZAKARIYA PRI. SCH.

MAHI ZAKARIYA PRI. SCH. was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in VADGAM block of BANAS KANTHA district of Gujrat. The school consists of Grades from 1 to 8. 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. Gujarati 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 9 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 3 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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 Applicable providing mid-day meal.

Mahi Zakariya Primary School: A Comprehensive Overview

Mahi Zakariya Primary School, established in 2001, stands as a pivotal educational institution in the rural landscape of VADGAM block, BANAS KANTHA district, Gujarat. Operated under private, unaided management, this co-educational school caters to students from Class 1 to Class 8, offering a comprehensive primary and upper primary education. The school’s commitment to quality education is evident in its robust infrastructure and dedicated teaching staff.

The school building, while rented, boasts nine well-maintained classrooms, ensuring a conducive learning environment for its students. Three boys’ toilets and three girls’ toilets are available, prioritizing the students’ hygiene and comfort. The presence of a functional library stocked with 200 books underscores the school’s dedication to fostering a love for reading and learning beyond the classroom. Furthermore, the availability of a playground and access to tap water further contribute to a holistic and supportive educational setting.

Instruction is imparted primarily in Gujarati, reflecting the local linguistic context and enhancing the learning experience for students. The school’s dedicated teaching faculty comprises seven male teachers and one female teacher, totaling eight teachers providing individualized attention and support. The school’s administration is headed by a dedicated head teacher, Amin A Dhukka, who leads a team committed to academic excellence.

The school’s infrastructure extends to include a pucca boundary wall and a reliable electricity connection, ensuring safety and a comfortable atmosphere for teaching and learning. The school grounds include a functional playground, allowing for extracurricular activities and fostering physical development among students. The presence of a library with 200 books highlights the school’s commitment to academic enrichment beyond the core curriculum.

Importantly, the school’s rural location underscores its role in providing quality education to underserved communities. Its accessibility via an all-weather road ensures consistent attendance, regardless of weather conditions. The school’s April academic start aligns with the regional academic calendar, integrating seamlessly into the community’s rhythm.

While the school currently lacks computer-aided learning facilities and ramps for disabled students, its fundamental structure and dedicated faculty create a strong foundation for future development and expansion. The school’s commitment to providing a supportive and enriching learning environment is evident in its well-maintained facilities and dedicated staff.

The absence of a pre-primary section and the use of “Others” as the board for classes 10 and 10+2 may indicate areas for future growth and curriculum diversification. However, the school’s existing resources and dedicated teaching staff provide a solid basis for continued educational success within its community.

The school’s management’s commitment to providing quality education in a rural setting is commendable. The available resources, while limited in some aspects, create a supportive environment that prioritizes the students’ academic progress and overall well-being.

Mahi Zakariya Primary School’s dedication to its students is further reinforced by its focus on providing essential amenities like clean toilets and potable water. This commitment to basic needs demonstrates the school’s holistic approach to education, prioritizing not only academic achievement but also the health and safety of its students.

In conclusion, Mahi Zakariya Primary School effectively serves the educational needs of its community. While opportunities for future growth exist, its current strengths in dedicated staff, maintained infrastructure, and a commitment to holistic education create a promising future for the students it serves.