Z. P. PRI SCHOOL, KARKHED

Z. P. PRI SCHOOL, KARKHED was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in UMARKHED block of YAVATMAL 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 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 Partial 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 a playground. The school has a library and has 100 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. PRI School, Karkhed: A Comprehensive Overview

Z. P. PRI School, Karkhed, a government-run primary school located in the rural area of Umarkhed block, Yavatmal district, Maharashtra, offers a valuable educational service to the community. Established in 1953 and managed by the local body, this co-educational institution provides primary education from Class 1 to Class 5. The school’s dedication to providing quality education is evident in its comprehensive facilities and commitment to student well-being.

Infrastructure and Resources: The school boasts a government building with four well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. A partial boundary wall surrounds the school premises. Electricity ensures a conducive learning environment, while a playground and a library stocked with 100 books cater to the students’ recreational and academic needs, respectively. Importantly, the school provides ramps for disabled children, ensuring inclusivity and accessibility for all.

Teaching and Learning: Marathi serves as the medium of instruction, fostering a connection to the local language and culture. The school employs a dedicated team of three teachers, comprising two male and one female teacher, ensuring individual attention and effective instruction for all students. The school also utilizes a single computer to aid in teaching and learning, further enhancing the learning experience. Meals are provided and prepared on the school premises, supporting the students’ nutritional needs.

School Details and Accessibility: The school is easily accessible via an all-weather road. The academic year commences in April, aligning with the regional academic calendar. The school is not a residential school. Its location in a rural setting serves a vital role in providing educational opportunities to children in a less-developed area.

Focus on Student Well-being: The school’s commitment to providing a safe and supportive environment is evident in the provision of separate, functional boys’ and girls’ toilets. The availability of drinking water, although currently unavailable, is a clear focus for future development and improvement. The absence of a computer-aided learning lab presents an area for potential future enhancement.

A Pillar of the Community: The school’s long history reflects its enduring role in the community. Its commitment to providing quality primary education in a rural setting makes it a vital asset to the region. The school’s infrastructure, coupled with its dedicated teachers, contributes significantly to the educational development of the local children.

Future Aspirations: While the school currently lacks a computer-aided learning lab, and a source of drinking water, this presents opportunities for growth and expansion. Further development in these areas would further enhance the educational resources and overall learning experience for the students.

Conclusion: Z. P. PRI School, Karkhed, stands as a testament to the importance of accessible and quality education in rural communities. With its dedicated staff, supportive infrastructure, and commitment to student well-being, the school is making significant contributions to the educational landscape of the Yavatmal district.

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