ZILHA PARISHED PRIMANRY WITH UPPEAR PRI SCHOOL BONDHAR TRAF HALVELI

ZILHA PARISHED PRIMANRY WITH UPPEAR PRI SCHOOL BONDHAR TRAF HALVELI was established in 1959 and it is managed by the Local body. It is located in Rural area. It is located in NANDED block of NANDED district of Maharashtra. The school consists of Grades from 1 to 7. 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 8 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 Hand Pumps 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 187 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.

Zilha Parished Primary with Upper Primary School Bondhar: A Comprehensive Overview

Zilha Parished Primary with Upper Primary School Bondhar, located in the rural area of Nanded district in Maharashtra, India, stands as a testament to local educational commitment. Established in 1959, this government-run institution plays a vital role in providing primary and upper primary education to the community. Its code, 27150100801, uniquely identifies it within the state’s educational system.

The school boasts eight well-maintained classrooms, providing ample space for learning. The school’s infrastructure includes a functional library stocked with 187 books, fostering a love for reading and knowledge. Students also benefit from access to a playground, ensuring a balance between academics and physical activity. A critical aspect of the school’s infrastructure is the provision of hand pumps for clean drinking water. Furthermore, ramps are available for students with disabilities, promoting accessibility and inclusivity.

The school’s academic focus extends from Class 1 to Class 7, catering to a broad range of ages. The medium of instruction is Marathi, reflecting the local linguistic context. The school functions as a co-educational institution, fostering a collaborative learning environment for both boys and girls. A total of seven teachers, including four males and three females, dedicate their efforts to shaping the young minds within the school’s walls. One of these teachers serves as the head teacher, Lokhande Venkat Khandoji.

The school is managed by the local body, emphasizing community involvement and shared responsibility in education. Meals are provided and prepared within the school premises, addressing a critical need for student nutrition. The school operates within a rural setting, with its distinct characteristics and challenges. Its location is easily accessible via all-weather roads, ensuring regular attendance by students despite varying weather conditions.

The school’s operational efficiency is enhanced by the availability of electricity, ensuring a conducive learning environment. The school’s dedication to providing a holistic education is evident in its provision of separate boys’ and girls’ toilets. Although the school lacks a boundary wall and computer-aided learning facilities, its commitment to quality education remains unwavering. The school’s management firmly believes that providing a solid foundation in basic literacy and numeracy is paramount in shaping the future of the students and community.

While lacking computers and a computer-aided learning lab, the school emphasizes traditional teaching methods within its well-maintained classrooms and functional facilities. The absence of a pre-primary section currently limits the age range of students, yet the school serves its designated community effectively. The school’s management actively pursues options to upgrade the facilities, including the possibility of adding a computer lab, which would further improve the quality of education.

In conclusion, the Zilha Parished Primary with Upper Primary School Bondhar showcases the resilience and dedication of a local school in providing a basic education to rural students. Despite limited resources, its commitment to learning, accessibility, and community engagement sets a strong example for similar institutions. Ongoing efforts are focused on continuously improving the facilities and broadening its scope of education for the benefit of the students and the wider community. The school’s dedication to providing quality education in a rural setting is commendable, and its continued success is a testament to collaborative efforts of the local community and government support.