Z P PRE MID URDU SCHOOL TALEGAON DASHASAR

Z P PRE MID URDU SCHOOL TALEGAON DASHASAR was established in 1875 and it is managed by the Local body. It is located in Rural area. It is located in DHAMANGAON RLY block of AMRAVATI district of Maharashtra. The school consists of Grades from 1 to 7. 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. Urdu 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 7 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 Hand Pumps 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 160 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 Provided and Prepared in School Premises providing mid-day meal.

Z P PRE MID URDU SCHOOL TALEGAON DASHASAR: A Comprehensive Overview

Z P PRE MID URDU SCHOOL TALEGAON DASHASAR, a government-run co-educational primary and upper primary school (classes 1-7), stands as a vital educational institution in the rural landscape of Maharashtra, India. Established in 1875 and managed by the local body, the school serves the community of Talegaon Dashasar, operating within the Dhamangaon Rly block of Amravati district.

The school’s infrastructure includes a sturdy pucca building, equipped with seven well-maintained classrooms dedicated to instruction. A functional boys’ and girls’ toilet each ensures basic sanitation facilities for the students. The presence of a library, stocked with 160 books, and a playground highlights the school’s commitment to providing a holistic learning environment. Further contributing to student well-being, the school features hand pumps providing readily available drinking water. Importantly, ramps for disabled children are available, promoting inclusivity. A single computer aids in teaching and learning. The school also boasts electricity and a pucca boundary wall, ensuring safety and conducive learning conditions.

The school’s academic program is conducted primarily in Urdu, reflecting the local linguistic context. The school employs a dedicated teaching staff comprising four male teachers and three female teachers, headed by SHAHEDA BEGUM HABIB KHAN. A total of seven teachers contribute to the educational experience, fostering a teacher-student ratio conducive to effective learning. The school provides mid-day meals, prepared and served on-site, addressing the nutritional needs of the students. This commitment to well-rounded development is further supported by the school’s location along an all-weather road, ensuring consistent accessibility throughout the year. The school follows an academic calendar that commences in April.

The school’s operational characteristics underscore its commitment to providing quality education. The school operates from a government-owned building, and the academic session begins in April. The curriculum caters to students from class 1 to class 7.

The availability of educational resources like computers, even in limited numbers, demonstrates a proactive approach towards integrating technology into learning. This integration, although modest at present, could potentially expand with future resource allocation.

The school’s rural location presents both opportunities and challenges. While it serves a crucial role in providing education to a community often underserved, resource acquisition and infrastructure maintenance may require ongoing support and advocacy.

The school’s long history, dating back to 1875, speaks to its enduring importance within the community. Its continued operation and commitment to providing a comprehensive education underscores its vital role in shaping the future generations of Talegaon Dashasar.

The school’s management, under the local body, offers an opportunity for community involvement and participatory decision-making in educational governance. This participatory model could be leveraged to enhance resource mobilization and tailor the school’s programs to better address the specific needs of the community.

In summary, Z P PRE MID URDU SCHOOL TALEGAON DASHASAR is a critical community asset, providing essential primary and upper primary education in a rural setting. With continued support and resource allocation, this institution is well-positioned to continue its legacy of educating and empowering students for years to come. The school’s commitment to providing a safe, inclusive, and well-rounded learning environment makes it a vital part of the educational landscape of Amravati district.