ZILLA PARISHAD PRIMARY SCHOOL MOHADAL

ZILLA PARISHAD PRIMARY SCHOOL MOHADAL was established in 1965 and it is managed by the Local body. It is located in Rural area. It is located in CHAKUR block of LATUR 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 Pucca But Broken 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 no playground. The school has a library and has 182 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.

Zilla Parishad Primary School Mohadal: A Comprehensive Overview

Zilla Parishad Primary School Mohadal, established in 1965, serves the rural community of Chakur block in Latur district, Maharashtra. Managed by the local body, this co-educational institution provides primary education from Class 1 to Class 5, utilizing Marathi as its primary language of instruction. The school’s commitment to providing a complete educational experience is evident in its diverse facilities and resources.

The school building, owned by the government, comprises four classrooms, all in good condition, and additional space for non-teaching activities. A separate room is designated for the head teacher. Despite the school’s age, it benefits from electricity and a functional hand pump providing drinking water. Toilets are available for both boys and girls, ensuring basic sanitation. The school’s commitment to accessibility is highlighted by its provision of ramps for disabled children.

The school’s library houses 182 books, catering to the students’ reading and learning needs. Though a playground is currently absent, the presence of a library indicates a focus on academic enrichment. The school is equipped with two functional computers, although a dedicated computer-aided learning lab is not yet established. The school also prides itself on providing mid-day meals, prepared and served on the premises.

The school’s teaching staff comprises one male teacher and one female teacher, demonstrating a commitment to quality education despite a relatively small teaching force. The school operates during the standard academic session starting in April. The school’s pucca, albeit broken, boundary wall provides a degree of security and demarcation. The absence of pre-primary classes reflects the school’s focus on primary level education.

The school’s location and facilities suggest a commitment to providing accessible and functional primary education to the local rural community. The presence of resources like computers and a library demonstrates an ambition to integrate technology and reading into the learning experience. Despite some limitations, the school plays a crucial role in educating the children in the Mohadal area.

The school’s management structure, under the local body, signifies a community-driven approach to education. This local ownership could potentially lead to increased responsiveness to the needs of the local students and community.

While the school’s infrastructure has some areas that need improvement, such as the broken boundary wall and the absence of a playground, the availability of essential resources like electricity, drinking water, and toilets ensures a functional learning environment.

The school’s commitment to providing mid-day meals enhances students’ access to nutritious food, contributing to their overall well-being and potential for academic success. This added support underlines the school’s proactive approach to supporting its students beyond the standard curriculum.

Zilla Parishad Primary School Mohadal, despite its challenges, continues to serve its community by providing a foundational primary education. Future development and upgrades, particularly regarding infrastructure improvements and expansion of learning resources, could greatly enhance the learning environment for the students and teachers alike.

In conclusion, Zilla Parishad Primary School Mohadal represents a significant educational institution within its rural community, working to provide a solid educational foundation for the next generation. Despite its limitations, the school’s efforts showcase a commitment to providing a holistic educational experience for its students.