ZILLA PARISHAD UPPER PRI SCHOOL RITHAD 1

ZILLA PARISHAD UPPER PRI SCHOOL RITHAD 1 was established in 1902 and it is managed by the Local body. It is located in Rural area. It is located in RISOD block of WASHIM 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 9 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 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 400 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Zilla Parishad Upper Pri School Rithad 1: A Comprehensive Overview

Zilla Parishad Upper Pri School Rithad 1, a government-run institution established in 1902, stands as a cornerstone of education in the rural RISOD block of WASHIM district, Maharashtra. Managed by the local body, this co-educational school caters to students from Class 1 to Class 7, offering a primary and upper primary education (1-8). Instruction is delivered primarily in Marathi, reflecting the local linguistic landscape. The school’s commitment to providing quality education is evident in its diverse facilities and resources.

Infrastructure and Resources:

The school boasts a well-maintained government building, complete with nine classrooms ensuring ample space for learning. The sturdy pucca walls provide a safe and secure environment. Electricity ensures uninterrupted learning, while hand pumps offer a reliable source of drinking water. A functional library houses an impressive collection of 400 books, fostering a love of reading amongst students. Furthermore, the school is equipped with five computers, and a computer-aided learning lab enhances the teaching methodology. The availability of one boys’ toilet and one girls’ toilet underscores the school’s dedication to providing basic amenities. Ramps for disabled students ensure inclusive access. Importantly, a midday meal program, provided and prepared on the school premises, addresses the nutritional needs of its students.

Staff and Management:

A dedicated team of ten teachers, comprising eight male teachers and two female teachers, provide instruction and guidance to the students. One head teacher, RAJENDRA ASHRUJI ARU, leads the school’s administrative and academic functions. The school’s efficient management ensures smooth operations and effective resource allocation. The school operates on an academic calendar starting in April.

Academic Excellence:

The school’s academic curriculum aligns with the standards set by the ‘Others’ board for Class 10 and Class 10+2, providing a robust educational foundation for its students. The school’s commitment to quality education is further underscored by its adoption of computer-aided learning, indicative of its embrace of modern teaching methodologies.

Community Engagement:

Situated in a rural area, the school serves as a vital community hub, playing a significant role in the educational development of the region. Its accessible location and comprehensive facilities contribute to its success in providing quality education to its students. The school’s history stretching back to 1902 speaks to its enduring significance within the community.

Accessibility and Inclusivity:

The school’s accessible location, combined with facilities such as ramps for disabled students, demonstrates a strong commitment to inclusivity, ensuring that all students have equal opportunities to access quality education.

Conclusion:

Zilla Parishad Upper Pri School Rithad 1 exemplifies a dedication to providing quality education in a rural setting. Its infrastructure, resources, dedicated staff, and commitment to inclusivity contribute to its success in shaping young minds and contributing to the community’s growth.

Keywords: Zilla Parishad Upper Pri School Rithad 1, RISOD, WASHIM, Maharashtra, primary school, upper primary school, government school, co-educational, Marathi, rural education, education in India, school infrastructure, computer-aided learning, inclusive education.