ZILLA PARISHAD PRIMARY SCHOOL HISODA (BK)

ZILLA PARISHAD PRIMARY SCHOOL HISODA (BK) was established in 1963 and it is managed by the Local body. It is located in Rural area. It is located in BHOKARDAN block of JALNA 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 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 no playground. The school has a library and has 313 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.

Zilla Parishad Primary School Hisoda (BK): A Comprehensive Overview

Zilla Parishad Primary School Hisoda (BK), established in 1963, is a government-run primary school located in the rural area of Bhokar Dan block, Jalna district, Maharashtra. Operating under the management of the local body, this co-educational institution caters to students from Class 1 to Class 5, offering a primary education exclusively. Marathi serves as the primary language of instruction.

The school’s infrastructure comprises a government building with four classrooms in good condition, along with additional rooms dedicated to non-teaching activities and a separate office for the head teacher. While electricity is available, the school lacks a boundary wall. A significant asset is the school’s library, housing a collection of 313 books, supporting students’ learning beyond the classroom. The school provides tap water as a reliable drinking water source, ensuring the students’ hydration needs are met. Separate functional boys’ and girls’ toilets are available on the premises. Mid-day meals are provided and prepared within the school itself, ensuring students receive nutritious meals.

The school’s teaching staff consists of three teachers: two male and one female. The school does not offer pre-primary education and thus, there are no pre-primary teachers. Importantly, the school does not have computer-aided learning facilities or computers, indicating an area for potential future development. The absence of a playground and ramps for disabled children represent additional areas needing attention to enhance inclusivity and overall student experience.

The school’s operational aspects are noteworthy. Classes commence in April, aligning with the standard academic calendar. Accessibility is ensured through all-weather road connectivity. The school’s rural location necessitates addressing infrastructure gaps to improve overall learning conditions for the students.

The school’s dedication to providing quality primary education to the rural community is evident in its history and existing resources, while its lack of certain facilities presents opportunities for development and improvement. The absence of computer-aided learning and playground facilities stand out as potential areas of focus for future enhancements.

Investing in modern technology and enhancing the recreational environment will undoubtedly elevate the school’s capabilities and create a more conducive and stimulating learning atmosphere. The school’s library represents a valuable resource for student development, and the provision of mid-day meals highlights a commitment to student well-being.

Future improvements could include the addition of a boundary wall for security, ramps for accessibility, and the incorporation of computer-aided learning to enhance the educational experience. This would foster a more inclusive and technologically advanced learning environment.

The presence of a functioning library and a dedicated teaching staff demonstrates the school’s commitment to education despite its resource limitations. The addition of a playground would provide a vital space for recreation and physical activity, enriching the students’ holistic development.

The school’s strategic location in a rural area underlines its role in providing essential educational opportunities to students who may have limited access to other educational resources. Continued support and development are crucial to ensure the school continues to serve the community effectively.

The school’s commitment to providing a safe and supportive learning environment, as evidenced by the provision of separate toilets and mid-day meals, is commendable. These measures significantly contribute to student well-being and overall learning outcomes.

This information offers a comprehensive profile of Zilla Parishad Primary School Hisoda (BK), highlighting its strengths and areas for potential improvement. The school’s dedication to providing primary education in a rural setting is crucial to the development of the community.