MUKATANGAN PRI SCH DABHADI

MUKATANGAN PRI SCH DABHADI was established in 2006 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MALEGAON block of NASHIK district of Maharashtra. The school consists of Grades from 1 to 4. The school is Co-educational and it 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 No Boundary Wall 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 195 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Mukatangan Pri Sch Dabhadi: A Comprehensive Profile of a Rural Primary School

Mukatangan Pri Sch Dabhadi, a primary school nestled in the rural expanse of Malegaon block, Nashik district, Maharashtra, stands as a testament to educational commitment in a less-developed area. Established in 2006, this privately managed, co-educational institution provides primary education for children from Class 1 to Class 4. Its commitment to education is evident in its resources and dedicated teaching staff.

The school’s infrastructure, though modest, is functional. Housed in a rented building, Mukatangan Pri Sch Dabhadi boasts four well-maintained classrooms dedicated to instruction. The presence of a library, stocked with 195 books, underscores the school’s dedication to fostering a love of reading and learning. A playground provides a vital space for recreation and physical activity, essential for the holistic development of young minds. Access to clean drinking water via a tap water system further enhances the school environment.

Mukatangan Pri Sch Dabhadi employs a team of four teachers: two male and two female educators, supplemented by one pre-primary teacher. This dedicated team ensures a student-teacher ratio that allows for individualized attention and tailored learning support. The school’s commitment to inclusivity is demonstrated by the provision of ramps for disabled children, ensuring accessibility for all students.

Instruction is imparted primarily in Marathi, reflecting the local linguistic context. The curriculum encompasses the typical subjects expected at the primary level, covering foundational skills in language, mathematics, and other essential disciplines. The school’s affiliation with ‘Others’ boards for classes 10 and 10+2 indicates a flexible approach to curriculum and examination standards.

Technological resources, while limited, are present. The school possesses one computer, providing a foundational level of digital literacy exposure for the students. While not currently equipped with a computer-aided learning lab, the presence of a single computer marks a step towards incorporating technology into the learning process.

The school’s facilities also include two boys’ toilets and two girls’ toilets, underscoring the school’s commitment to hygiene and maintaining a safe learning environment. The availability of electricity ensures consistent lighting and the potential for the incorporation of further technological tools. The lack of a boundary wall is a consideration for future development, though the school remains operationally sound within its existing infrastructure.

Interestingly, the school offers a pre-primary section, catering to the educational needs of even younger children in the community. This early intervention significantly contributes to the academic development of the students and helps create a smoother transition into the formal primary school system. The school’s location in a rural area highlights its vital role in providing educational access to children who might otherwise lack such opportunities.

The school’s establishment in 2006 showcases its enduring presence within the community, providing a consistent and reliable educational platform for over a decade. The absence of a mid-day meal program is a factor to consider, although the school’s focus on providing quality education within the existing framework remains notable.

In conclusion, Mukatangan Pri Sch Dabhadi presents a compelling case study of a rural primary school effectively operating with limited resources. Its commitment to quality education, inclusivity, and the holistic development of its students makes it a significant educational asset to the Malegaon community. The future development of the school, particularly concerning the addition of technological resources and the construction of a boundary wall, will only enhance its contribution to the region’s educational landscape.