Z P PRI URDU SCHOOL TAKALI JAHAGIR

Z P PRI URDU SCHOOL TAKALI JAHAGIR was established in 1974 and it is managed by the Local body. It is located in Rural area. It is located in AMRAVATI block of AMRAVATI 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. 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 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 Barbed Wire Fencing boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 no playground. The school has a library and has 109 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 Urdu School Takali Jahagir: A Comprehensive Overview

Z P PRI Urdu School Takali Jahagir, a government-run primary school located in the rural area of Amravati district, Maharashtra, stands as a beacon of education for the community. Established in 1974, this co-educational institution offers a nurturing learning environment for students from Class 1 to Class 4, complemented by a pre-primary section. The school’s management falls under the purview of the local body, reflecting its integral role within the community it serves.

Infrastructure and Resources:

The school boasts two well-maintained classrooms, ensuring ample space for effective teaching and learning. While lacking a playground, the school’s functional library houses an impressive collection of 109 books, fostering a love for reading and knowledge acquisition among students. The school building itself is a government-provided structure, secured by barbed wire fencing. Reliable electricity ensures a conducive learning environment, while ramps for disabled children ensure accessibility for all. Importantly, the school premises provide and prepare midday meals for the students, addressing nutritional needs.

Teaching Staff and Curriculum:

The school’s dedicated faculty comprises one male teacher and one female teacher, with an additional teacher dedicated to the pre-primary section, totaling two teachers. Urdu serves as the primary language of instruction, enriching the students’ linguistic abilities. The school follows a curriculum aligned with the “Others” board for Class 10 and 10+2, indicating a flexible and potentially adaptable approach to education.

Accessibility and Contact:

Situated in a rural setting, the school is accessible via an all-weather road, ensuring easy commute for students regardless of weather conditions. The school’s academic year commences in April, coinciding with the start of the academic calendar in the region. While contact information such as phone number and email address are unavailable, the school’s physical address and location details can easily be traced through official records and mapping services.

Facilities and Amenities:

The school’s commitment to hygiene and sanitation is evident in the provision of one functional boys’ toilet and one functional girls’ toilet. While the school currently lacks computer-aided learning facilities and a playground, the presence of a library and a commitment to providing midday meals underscores the school’s dedication to providing a holistic educational experience. The school’s commitment to inclusive education is further emphasized by the provision of ramps for disabled access, highlighting their dedication to catering to the needs of all students.

Community Engagement and Future Outlook:

Z P PRI Urdu School Takali Jahagir’s success hinges on its strong ties to the local community. Its management by the local body demonstrates a shared responsibility towards the education and well-being of the children. Looking forward, the school might benefit from future development initiatives to enhance its facilities and resources. The addition of computer-aided learning tools, a playground, and perhaps even an expansion of the library could further enrich the educational experiences of its students.

Conclusion:

Z P PRI Urdu School Takali Jahagir stands as a testament to the importance of education in rural communities. Despite its limitations, the school’s dedication to providing quality education, coupled with its commitment to providing basic facilities and a supportive learning environment, makes it a valuable asset to the community. With continued community support and potential future improvements, the school can continue to empower the next generation.