Z.P PRI URDU SCH,DHANSAL

Z.P PRI URDU SCH,DHANSAL was established in 1997 and it is managed by the Local body. It is located in Rural area. It is located in PUSAD 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. 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 No Boundary Wall 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 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 162 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 Sch, Dhansal: A Detailed Profile of a Rural Primary School

Z.P. PRI Urdu Sch, Dhansal, a government-run primary school located in the rural areas of Pusad block, Yavatmal district, Maharashtra, stands as a vital educational institution serving the community. Established in 1997 and managed by the local body, the school offers a valuable educational service to the region. Its primary focus is on providing quality education to children from Class 1 to Class 5.

The school’s infrastructure comprises two classrooms, all in good condition, catering to the educational needs of its students. Additional rooms support non-teaching activities, and a dedicated space is provided for the school’s teachers. While lacking a boundary wall, the school boasts essential amenities such as electricity, tap water, a playground, and a library stocked with 162 books. The presence of ramps ensures accessibility for disabled children. A noteworthy feature is the provision of mid-day meals, prepared and served on the school premises.

The school’s teaching staff consists of two male teachers, dedicated to providing instruction in Urdu, the primary medium of instruction. The school operates as a co-educational institution, and while not offering pre-primary sections, it functions as a pivotal primary school in the area. The school’s operational structure is aligned with the needs of the community, with the academic session commencing in April.

The school’s location in a rural setting highlights its importance in bridging the educational gap and providing educational opportunities to children in underserved areas. The availability of essential resources such as a library and playground underscores the commitment to holistic child development.

The school’s government-run status ensures its sustainability and facilitates access to resources. The management by the local body further strengthens the school’s connection to the community, ensuring its responsiveness to local needs.

The school’s infrastructure, though modest, serves its purpose effectively. The availability of basic amenities, including toilets for both boys and girls, reflects a commitment to the well-being of its students. The absence of computers and computer-aided learning facilities may present an opportunity for future development and improvement.

The school’s commitment to providing mid-day meals is a crucial aspect of its functionality, addressing the nutritional needs of the students and ensuring their ability to focus on their studies. The functional tap water source addresses a crucial aspect of hygiene and well-being.

The provision of a functional library, albeit small, underscores the school’s commitment to fostering a love of reading and providing access to knowledge beyond the classroom. The availability of the playground emphasizes the importance of physical activity and recreation in the overall development of the students.

The absence of a boundary wall may present a security concern; however, the existing infrastructure appears to be sufficient for the needs of the school community. The two classrooms reflect the school’s scale, suggesting an intimate learning environment that allows teachers to provide individualized attention to students.

Z.P. PRI Urdu Sch, Dhansal’s existence is a testament to the dedication of educators in providing primary education to students in a rural setting, contributing significantly to the overall education landscape of the region. Future development could focus on enhancing technological resources and infrastructure.