Z.P.SCHOOL MORDA

Z.P.SCHOOL MORDA was established in 1992 and it is managed by the Local body. It is located in Rural area. It is located in SURGANA block of NASHIK district of Maharashtra. The school consists of Grades from 1 to 4. 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 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 a playground. The school has a library and has 220 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.SCHOOL MORDA: A Rural Primary School in Maharashtra

Z.P.SCHOOL MORDA, a government-run primary school, serves the rural community of SURGANA block in NASHIK district, Maharashtra. Established in 1992, this co-educational institution plays a vital role in providing education to children in the area. Managed by the local body, the school offers a crucial educational foundation for students in grades 1 through 4.

The school’s infrastructure includes two classrooms, all in good condition, ensuring a conducive learning environment. A separate room is dedicated to the head teacher, and additional rooms are available for non-teaching activities. The school grounds boast a playground and a library stocked with 220 books, promoting both physical activity and a love of reading. Security is ensured with a barbed wire fence surrounding the school, and electricity is readily available.

The curriculum is taught in Marathi, the local language, making learning accessible and relevant to the students. Meals are provided and prepared on the school premises, addressing a key need for many students and ensuring their nutritional well-being. Ramps are in place for disabled children, demonstrating a commitment to inclusivity and accessibility.

The school’s teaching staff consists of two male teachers. The school’s focus is solely on primary education (grades 1-5), indicating a dedication to building a strong foundational education for the children of the community. The lack of a pre-primary section reflects the school’s current capacity and might indicate future expansion opportunities.

The school’s management by the local body highlights the community’s investment in education and emphasizes the collaborative relationship between the school and the wider community. The school’s rural location underscores its crucial role in bridging the educational gap often found in remote areas. The school building is secure with a barbed wire fence.

Though the school does not currently offer computer-aided learning or possess computers for educational purposes, the availability of a library and playground suggest a commitment to a holistic learning environment that goes beyond the classroom. The school’s reliance on traditional teaching methods might reflect resource constraints, highlighting the need for potential future technological upgrades.

The lack of drinking water facilities on the premises highlights an area for improvement. The absence of a head teacher’s name might indicate an ongoing recruitment process or an administrative detail yet to be updated.

Z.P.SCHOOL MORDA stands as a testament to the dedication to providing basic education in rural Maharashtra, though future development in areas like technology and infrastructure could further enhance the school’s capacity to serve the community.

This school’s existence exemplifies the importance of local initiatives in providing quality education, despite the challenges of resource allocation. With ongoing support, this institution can continue its vital role in shaping the future of its students. Efforts to improve infrastructure, specifically addressing the lack of drinking water and the incorporation of technology, could significantly benefit the school’s learners.