Z. P. UPP. PRI. URDU SCHOOL,KANDALI

Z. P. UPP. PRI. URDU SCHOOL,KANDALI was established in 1928 and it is managed by the Local body. It is located in Rural area. It is located in DIGRAS block of YAVATMAL district of Maharashtra. The school consists of Grades from 1 to 8. 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 3 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 But Broken 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 2 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 180 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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. UPP. PRI. URDU SCHOOL, KANDALI: A Comprehensive Overview

Z. P. UPP. PRI. URDU SCHOOL, KANDALI, located in the rural heart of Digras block, Yavatmal district, Maharashtra, stands as a testament to enduring education. Established in 1928, this government-run primary and upper-primary school (classes 1-8) provides crucial learning opportunities to the community. Its co-educational structure welcomes students of all backgrounds.

The school’s infrastructure, while showing signs of age, remains functional. Three classrooms cater to the students, complemented by additional rooms for non-teaching activities. A sturdy, albeit partially damaged, pucca wall surrounds the school grounds, ensuring a degree of security. Reliable electricity and tap water access are key amenities that support daily operations.

A crucial component of the school’s resources is its library, stocked with 180 books. This collection provides essential supplementary learning materials beyond the curriculum, encouraging a love of reading and independent study. A dedicated playground offers a space for recreation and physical development, vital for the holistic growth of students. The presence of ramps for disabled children underscores the school’s commitment to inclusivity and accessibility for all learners.

The school’s commitment to education is evident in its dedicated teaching staff. Two male teachers and one female teacher work diligently to provide quality instruction. Urdu serves as the medium of instruction, reflecting the linguistic needs of the community. Importantly, the school provides and prepares mid-day meals on its premises, alleviating nutritional concerns for many students and ensuring they can focus on learning.

Technological resources, though limited, are present. The school possesses two functional computers, which aid in teaching and learning activities, though a dedicated computer-aided learning lab is absent. This highlights potential areas for future improvement and resource enhancement. The school’s management is overseen by the local body, highlighting its close ties to the community it serves.

The school’s academic structure encompasses classes from 1 to 8, preparing students for their subsequent educational endeavors. While the school offers primary and upper-primary education, it lacks a pre-primary section, indicating a possible area for future expansion. Further, the school uses “Others” as its board for classes 10th and 10+2, suggesting a potential need for affiliation with established boards to grant wider recognition of its curriculum.

The school’s location in a rural area necessitates an all-weather road for accessibility, ensuring uninterrupted access for both students and staff, regardless of weather conditions. The April start to the academic session aligns with the typical Indian academic calendar.

The Z. P. UPP. PRI. URDU SCHOOL, KANDALI, despite its challenges, plays a vital role in the community. Its dedication to providing education, coupled with its existing infrastructure and resources, showcases its importance as a cornerstone of learning and development in its area. Future development and investment in additional resources could further strengthen its capacity to serve its students effectively. The school’s continued operation speaks volumes about the collective effort and commitment to education within the local community.

Future improvements could focus on enhancing the library’s collection, upgrading classroom technology, and possibly expanding to include a pre-primary section. The implementation of a computer-aided learning program would further modernize the learning experience. This school’s continued success relies on the ongoing support and collaboration of the local community, the government, and educational stakeholders.