ZILLA PARISHAD UPPER PRIMARY URDU SCHOOL GIROLI

ZILLA PARISHAD UPPER PRIMARY URDU SCHOOL GIROLI was established in 1936 and it is managed by the Local body. It is located in Rural area. It is located in MANORA 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. 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 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 Partial boundary wall. The school has 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 100 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 Primary Urdu School Giroli: A Comprehensive Overview

Zilla Parishad Upper Primary Urdu School Giroli, established in 1936, serves the rural community of Manora block in Washim district, Maharashtra. Managed by the local body, this co-educational institution offers primary and upper primary education, encompassing classes 1 through 7. Instruction is exclusively conducted in Urdu, making it a unique educational resource for the region. The school’s commitment to providing a quality education is evident in its various facilities and resources.

The school’s infrastructure includes a government-provided building with six well-maintained classrooms dedicated to teaching. Two additional rooms support non-teaching activities, and a dedicated space is allocated for administrative purposes. While the school lacks a playground, it boasts a functional library stocked with 100 books, encouraging a love for reading among students. Access to clean drinking water is ensured through a reliable tap water supply. Importantly, ramps for disabled children are available, ensuring inclusivity in the learning environment.

Technological advancements are integrated into the curriculum through a computer-aided learning lab equipped with five functional computers. This initiative aims to bridge the digital divide and expose students to modern educational tools. The school’s commitment to student well-being extends to providing mid-day meals, prepared and served on the school premises, ensuring adequate nutrition for students. The school also benefits from a reliable electricity connection.

The school’s staff comprises seven male teachers, dedicated to imparting knowledge and shaping young minds. This dedicated teaching force is crucial to the success of the school’s educational mission. The school operates within a partially walled compound, offering a degree of security and defining its space within the community.

The school’s operational details reflect its practicality and adherence to schedule. The academic year commences in April, following a standard calendar. The school operates as a non-residential institution, focusing its resources on providing quality daily education. The school’s reliance on local governance indicates a strong community engagement and investment in education.

The availability of boys’ and girls’ toilets further underscores the school’s commitment to providing a safe and supportive learning environment, catering to the specific needs of both genders. The two girls’ toilets and one boys’ toilet demonstrate a proactive approach to providing adequate sanitation facilities for the students.

The fact that the school uses the “Others” designation for class 10 and 10+2 boards highlights a possible alignment with state-specific curricula or alternative educational pathways. This nuanced aspect underscores the flexibility and adaptability of the school’s educational approach.

The school’s location in a rural area underscores its crucial role in providing educational opportunities to a community that might otherwise lack access to quality education. The school serves as a vital pillar within the community, enriching the lives of its students and contributing significantly to local development.

Zilla Parishad Upper Primary Urdu School Giroli represents a valuable asset to the community, combining traditional teaching methods with modern technological integration within a supportive and inclusive environment. Its continued operation is essential for the educational advancement of the region. The school’s dedication to providing a quality education, irrespective of limitations, is truly commendable.