Z .P. PRI SCH NOKEWADA

Z .P. PRI SCH NOKEWADA was established in 1981 and it is managed by the Local body. It is located in Rural area. It is located in JIWATI block of CHANDRAPUR district of Maharashtra. 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. 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 No Boundary Wall boundary wall. The school has doesn’t 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 300 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.

Z.P. PRI SCH NOKEWADA: A Rural Primary School in Maharashtra

Z.P. PRI SCH NOKEWADA, a government-run primary school, stands as a beacon of education in the rural landscape of Maharashtra. Established in 1981 under the management of the local body, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within the JIWATI block of CHANDRAPUR district. The school’s commitment to learning is evident in its well-maintained facilities and dedicated teaching staff.

Infrastructure and Resources:

The school boasts two well-maintained classrooms, sufficient for its current student population. While lacking a boundary wall, the school’s location and the community’s involvement provide an element of security. The school grounds include a functional playground, providing a space for recreational activities and physical development. A noteworthy aspect is the school’s well-stocked library, housing 300 books to enrich the learning experience and foster a love for reading. Clean drinking water, provided through a tap water system, ensures the health and well-being of students. Ramps are available, ensuring accessibility for students with disabilities.

Teaching and Learning Environment:

The school’s two male teachers employ Marathi as the medium of instruction, ensuring that students receive education in their mother tongue. The school’s management actively provides and prepares midday meals on the premises, alleviating the burden on families and ensuring that students receive proper nutrition. The school’s dedication to providing a nurturing and supportive environment is evident in its focus on providing meals, accessible resources, and a safe learning environment.

Leadership and Management:

Under the capable guidance of Head Teacher RATHOD CHANDRAKANT REU, the school fosters a collaborative atmosphere. The school’s management, through the local body, plays a vital role in supporting the institution’s operational needs and ensuring that it remains a valuable asset to the community.

Accessibility and Connectivity:

The school enjoys the benefit of all-weather road accessibility, ensuring that students can attend school regardless of weather conditions. This accessibility makes the school a pivotal part of the community, allowing convenient access for students and their families.

Challenges and Future Prospects:

While the school has demonstrated commendable progress, some challenges remain. The absence of electricity, although the facility is available, hampers technological integration within the classroom. The lack of a boundary wall poses a potential security concern which would be improved upon in the future. The lack of computers and a computer-aided learning lab limits access to modern teaching tools, indicating a need for upgrades and further development.

Community Engagement:

The success of Z.P. PRI SCH NOKEWADA is deeply intertwined with the active participation and support of the local community. Community engagement is crucial for the school’s continued growth and its ability to effectively serve the educational needs of the region.

Conclusion:

Z.P. PRI SCH NOKEWADA is a vital educational institution providing primary education to rural communities. Despite some infrastructural limitations, the school’s dedicated teachers, supportive local management, and the active participation of the community make it a place of learning and growth. With continued support and investment, this institution can overcome its challenges and become an even more effective agent of positive change in the lives of its students.

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