ZILLA PARISHAD UPPER PRIMARY SCHOOL DAHA TANDA

ZILLA PARISHAD UPPER PRIMARY SCHOOL DAHA TANDA was established in 1969 and it is managed by the Local body. It is located in Rural area. It is located in MANTHA block of JALNA 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. 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 6 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 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 120 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 Upper Primary School Daha Tanda: A Comprehensive Overview

Zilla Parishad Upper Primary School Daha Tanda, located in the rural area of Mantha block, Jalna district, Maharashtra, stands as a testament to the dedication to education in rural India. Established in 1969, this government-run school provides primary and upper-primary education (classes 1-8) to students in the community. The school’s management is under the local body, highlighting its strong ties to the local community.

The school’s infrastructure includes six classrooms in good condition, ensuring a conducive learning environment for students. These classrooms are complemented by additional rooms for non-teaching activities and a dedicated space for the teachers. While lacking a boundary wall and electricity, the school offers essential amenities. These include a functional library stocked with 120 books, providing crucial resources for students’ academic pursuits. The school also boasts a reliable tap water supply, crucial for hygiene and health. Separate, functional boys’ and girls’ toilets further contribute to a safe and healthy environment.

Accessibility features, such as ramps for disabled children, underscore the school’s commitment to inclusivity. The presence of two computers signifies a modest step towards integrating technology into the educational process, although a dedicated computer-aided learning lab is absent. Meals are provided and prepared on the school premises, ensuring students’ nutritional needs are met, even though a playground is currently unavailable.

The school’s academic focus centers on Marathi as the medium of instruction, reflecting the local language. The school’s co-educational structure caters to both boys and girls, promoting equal opportunities. Two male teachers dedicatedly deliver the curriculum, emphasizing a strong teacher-student ratio. The school operates under the “Others” board for both Class 10th and Class 10+2, indicating a flexible approach to curriculum standards. It’s worth noting that the school is not residential, and doesn’t offer pre-primary education.

The school’s operational details reveal a well-structured educational process. Academic sessions commence in April, adhering to the standard academic calendar. The availability of all-weather road access ensures easy accessibility for students and staff regardless of weather conditions. The school’s commitment to education is further evidenced by its lack of reliance on contract teachers and the absence of reported shifts to a new location, showcasing stability and continuity.

This detailed examination highlights the school’s operational efficiency and its dedication to providing quality education in a rural setting. The presence of key resources, despite some limitations in infrastructure, suggests a strong foundation for future growth.

Despite lacking certain amenities commonly found in more well-resourced schools, Zilla Parishad Upper Primary School Daha Tanda effectively serves the educational needs of its community. The school’s commitment to providing a safe, inclusive and educational environment is apparent in its infrastructure and policies.

The school’s information provides a valuable insight into the challenges and successes of rural education in India. Further investments and improvements to infrastructure could enhance the school’s effectiveness and opportunities for its students. The school’s dedication to education, however, remains a cornerstone of its success.

In conclusion, Zilla Parishad Upper Primary School Daha Tanda stands as a valuable educational institution in its community, providing essential learning opportunities and support despite infrastructural limitations. Its dedication to students and commitment to education are noteworthy aspects of its contribution to rural development. Further investment in resources will inevitably increase its effectiveness in furthering educational excellence within its local context.