ZILLA PARISHAD URDU PRIMARY SCHOOL SURANGALI

ZILLA PARISHAD URDU PRIMARY SCHOOL SURANGALI was established in 2006 and it is managed by the Local body. It is located in Rural area. It is located in BHOKARDAN 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. 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 3 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 N/A 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has no library and has 0 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 URDU PRIMARY SCHOOL SURANGALI: A Detailed Overview

ZILLA PARISHAD URDU PRIMARY SCHOOL SURANGALI, established in 2006, serves the rural community of BHOKARDAN block in JALNA district, Maharashtra. Operating under the management of the local body, this co-educational institution provides primary education from Class 1 to Class 8, utilizing Urdu as its primary medium of instruction. The school’s commitment to providing quality education is evident in its various features and initiatives.

The school building, owned by the government, comprises three well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, including a designated space for the head teacher. A notable feature is the presence of a playground, providing a vital space for recreational activities and physical development. The school also prioritizes the well-being of its students by providing mid-day meals, prepared and served on the premises. This ensures that students receive proper nutrition, supporting their learning and overall growth.

Despite the school’s efforts in providing a conducive learning environment, certain infrastructural limitations exist. The absence of electricity poses a significant challenge. Furthermore, the lack of a library and computer-aided learning facilities hinders the school’s ability to incorporate advanced learning techniques and resources. The school’s reliance on a sole source of drinking water — currently none — underscores the need for improvements in this crucial area, impacting the well-being of the students and staff. The lack of ramps further highlights a need for improved accessibility for students with disabilities.

The school’s teaching staff consists of two female teachers, dedicated to providing quality education to the students. This dedicated team works tirelessly to ensure that every student receives the attention and support they need to succeed. The absence of male teachers and head teachers might present organizational challenges.

The school’s location, accessible via an all-weather road, ensures that students can attend school regardless of weather conditions. The academic year commences in April, aligning with the broader educational calendar of the region.

This school’s rural setting reflects the larger educational needs of underserved communities in India. While the school provides essential primary education, addressing infrastructural deficits such as electricity, library facilities, computer labs, and improved water sources would significantly enhance the learning experience and overall development of its students. Investing in these areas would not only improve the quality of education but would also empower students with the skills and knowledge necessary to succeed in the modern world.

The school’s commitment to providing meals and a playground highlights its dedication to the well-being of its students. The government’s continued support and investment in improving the school’s infrastructure are crucial to providing equitable access to quality education for all children in the region.

ZILLA PARISHAD URDU PRIMARY SCHOOL SURANGALI’s dedication to its students and its commitment to providing a quality education are commendable. However, addressing the current infrastructural limitations is essential to further improve the educational experience and create a more comprehensive learning environment for all students.

By addressing the current limitations and upgrading infrastructure, the school can create a more robust and comprehensive educational environment that better serves the needs of the students and the community it serves. Continued support from local authorities and community members will play a critical role in ensuring the school’s continued success and development. The school’s progress in the future will depend on these crucial investments and ongoing efforts.