ZILLA PARISHAD PRIMARY SCHOOL,URDU SCHOOL MOHA

ZILLA PARISHAD PRIMARY SCHOOL,URDU SCHOOL MOHA was established in 2005 and it is managed by the Local body. It is located in Rural area. It is located in KALLAMB block of OSMANABAD district of Maharashtra. The school consists of Grades from 1 to 8. 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. Urdu 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 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 300 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, Urdu School Moha: A Comprehensive Overview

Zilla Parishad Primary School, Urdu School Moha, located in the rural KALLAMB block of OSMANABAD district in Maharashtra, is a government-run co-educational institution established in 2005 under the management of the local body. The school offers primary and upper primary education, encompassing classes 1 through 8, with Urdu as the primary medium of instruction. Its operational structure and facilities reflect a commitment to providing quality education in a rural setting.

The school’s infrastructure comprises a government-built structure featuring four classrooms in excellent condition, designed to cater to the educational needs of its students. A dedicated space serves as a headmaster’s/teacher’s office, supporting administrative functions and providing a central point of contact for both students and staff. Enhancing the learning environment, the school boasts a functional library stocked with 300 books and a playground providing ample space for recreational activities and physical development.

Essential amenities are readily available within the school premises. Hand pumps provide a reliable source of drinking water, ensuring the students’ hydration needs are met throughout the school day. Separate functional toilets for boys and girls, each with one unit, uphold hygiene standards and cater to the specific needs of both genders. Ramps for disabled students are present, ensuring inclusivity and accessibility for all learners. The school’s commitment to technology is evident through the presence of two functional computers, though a dedicated computer-aided learning lab is not yet in place.

The school’s academic program is supported by a team of four male teachers, dedicated to fostering a positive and engaging learning experience for their students. Meals are provided and prepared within the school, ensuring students receive proper nutrition while attending classes. The school operates on an academic calendar commencing in April, aligning with the broader educational structure of the region.

The absence of a boundary wall around the school premises highlights a potential area for future development. While the current infrastructure serves its purpose effectively, adding a boundary wall could further enhance the school’s security and overall safety. This might also contribute to a more clearly defined school space, potentially improving the organization and management of the learning environment.

Despite not having a pre-primary section or dedicated computer-aided learning facilities, the school’s existing resources effectively cater to the needs of its students within its existing capacity. The school uses “Others” as the board for both Class 10 and Class 10+2, suggesting a unique approach to curriculum and assessment which may deserve further exploration in future reporting or studies.

The school’s location in a rural area presents both opportunities and challenges. Reaching out to the wider community and leveraging local resources could potentially help overcome certain logistical limitations. Collaborations with local organizations and community leaders could help supplement the school’s existing resources, leading to further enhancements in its overall capacity and educational offerings.

This comprehensive overview of Zilla Parishad Primary School, Urdu School Moha, showcases its dedication to education in a rural setting. While the school has areas for potential improvement, its current functionality, amenities, and dedicated staff reflect a commitment to providing quality education to its students. Future developments and expansion could further enhance the school’s capacity to meet the evolving educational needs of the community it serves. The school’s unique use of Urdu as its primary medium of instruction also adds another layer to its distinctive identity within the broader educational landscape.