ZILLA PARISHAD PRIMARY SCHOOL, NARWADE TANDA,KHUDAWDI

ZILLA PARISHAD PRIMARY SCHOOL, NARWADE TANDA,KHUDAWDI was established in 2001 and it is managed by the Local body. It is located in Rural area. It is located in TULJAPUR block of OSMANABAD 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 Private building. It has got 1 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 doesn’t 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 no playground. The school has a library and has 25 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, Narwade Tanda, Khudawdi: A Detailed Profile

Zilla Parishad Primary School, Narwade Tanda, Khudawdi, located in the rural area of Tuljapur block, Osmanabad district, Maharashtra, is a co-educational institution established in 2001 under the management of the local body. Operating from a private building, the school caters to students from Class 1 to Class 4, offering primary education only. Marathi serves as the primary language of instruction.

The school’s infrastructure includes a single classroom, ensuring a focused learning environment for its students. A library stocked with 25 books is available to support academic pursuits, supplementing classroom learning. The presence of separate boys’ and girls’ toilets highlights a commitment to providing essential facilities. Importantly, ramps are in place to ensure accessibility for students with disabilities. The school’s mid-day meal program, where meals are prepared and provided on the premises, contributes significantly to students’ well-being.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to the students. While the school lacks electricity and a boundary wall, the presence of a library underscores the school’s dedication to fostering a love for reading. Despite the absence of a playground and computer-aided learning facilities, the school’s focus remains on providing foundational education using traditional methods.

The lack of computers and a computer lab reflects the school’s current technological limitations. This highlights the need for potential future investment in digital resources to further enhance the learning experience and bring it in line with modern educational standards. However, the presence of a library and the emphasis on a nourishing midday meal program showcase other investments made to benefit the students’ holistic development.

The school’s status as a primary school, with classes ranging from 1 to 4, indicates its role in laying a strong foundation for future academic pursuits. The absence of a pre-primary section implies that the school’s focus is concentrated on the core primary years of education. The school’s rural location emphasizes its contribution to education in underserved communities.

While there are no female teachers currently employed, the dedicated team of male teachers actively fosters a conducive learning environment. The school’s management by the local body signifies its importance within the community and its responsiveness to local educational needs.

The school’s design and functionality, without a playground or a boundary wall, represent a pragmatic approach to resource allocation. However, this highlights areas where further investment could significantly enhance the overall school experience.

Despite certain limitations in infrastructure and resources, the Zilla Parishad Primary School strives to provide quality primary education within the constraints of its environment. The school’s commitment to providing a functional learning environment, complete with a library and mid-day meal program, is noteworthy.

The school’s long-term viability relies on continuous support from the local government and community. This includes improvements to infrastructure and access to technology and other modern learning resources. Future development should focus on bridging the existing gaps to provide an even more comprehensive and enriching educational experience.

The Zilla Parishad Primary School, Narwade Tanda, Khudawdi, stands as a testament to the commitment to providing education to children in rural communities. With focused efforts towards enhancing its facilities and resources, the school can continue to thrive and serve as a cornerstone of community development.