R.Z.P. PRI SCH. DAHIWALI KON M

R.Z.P. PRI SCH. DAHIWALI KON M was established in 1965 and it is managed by the Local body. It is located in Rural area. It is located in MANGAON block of RAIGARH (MAHARASHTRA) district of Maharashtra. The school consists of Grades from 1 to 4. 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 Government building. It has got 2 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 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 149 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.

R.Z.P. PRI SCH. DAHIWALI KON M: A Profile of a Rural Primary School

R.Z.P. PRI SCH. DAHIWALI KON M, a government-run primary school, stands as a pillar of education in the rural landscape of Maharashtra, India. Established in 1965, this co-educational institution serves students from Class 1 to Class 4, offering a crucial foundation for their academic journeys. The school’s management rests with the local body, reflecting a strong community involvement in shaping the future of its young learners.

The school’s infrastructure comprises two well-maintained classrooms, ensuring a conducive learning environment for its students. A sturdy pucca boundary wall provides safety and security, while the presence of electricity ensures a modern learning experience. The school also boasts a functional library, housing an impressive collection of 149 books, fostering a love for reading amongst its students. Recreational needs are met with a dedicated playground, contributing to the holistic development of the children.

Adding to the school’s robust facilities is the provision of tap water, a crucial element in maintaining hygiene and health. Accessibility for all is ensured with ramps for disabled children, showcasing the school’s commitment to inclusivity. The school’s commitment to the well-being of its students extends to the provision of mid-day meals, prepared and served within the school premises, guaranteeing that students receive proper nourishment.

The teaching staff consists of one male teacher and one female teacher, working collaboratively to provide quality instruction. Marathi serves as the primary language of instruction, ensuring that the curriculum resonates with the local community. The school’s operational model adheres to the academic standards of “Others,” a term that may refer to a specific regional or state-level board not explicitly mentioned in the provided data.

The location of the school in the rural area of MANGAON block, RAIGARH district, showcases its vital role in providing educational opportunities to children in underserved communities. While lacking computer-aided learning facilities, the school remains committed to providing a strong foundational education, utilizing traditional teaching methods to build a strong base of literacy and numeracy.

The school’s physical characteristics are noteworthy. The building, constructed by the government, reflects a commitment to providing a safe and functional space for learning. The presence of separate boys’ and girls’ toilets further highlights the school’s dedication to providing a comfortable and safe environment for all students.

The absence of pre-primary sections highlights the school’s primary focus on elementary education. The absence of computers may indicate a focus on traditional teaching methods or may point to resource constraints. Future investments in technology could significantly enhance the school’s educational capabilities.

R.Z.P. PRI SCH. DAHIWALI KON M, despite its modest infrastructure, stands as a testament to the enduring commitment to providing essential primary education in a rural setting. Its dedicated teachers, functional facilities, and community involvement ensure that the school continues to be a vital resource for the community, shaping the future of its young learners. The school’s unique characteristics provide a valuable case study in understanding the challenges and triumphs of rural education in India. Further efforts to enhance the school’s resources, particularly in technological advancements, could significantly enhance the quality of education provided. The school’s success story is a powerful reminder of the importance of accessible and inclusive primary education in rural communities.