ZILLA PARISHAD URDU UPPER PRIMARY SCHOOL KHASGAON

ZILLA PARISHAD URDU UPPER PRIMARY SCHOOL KHASGAON was established in 2014 and it is managed by the Local body. It is located in Rural area. It is located in JAFRABAD 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 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 Pucca But Broken 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 1 boys toilet and it is functional. and 1 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 Upper Primary School Khasaon: A Detailed Overview

Zilla Parishad Urdu Upper Primary School Khasaon, located in the rural JAFRABAD block of JALNA district in Maharashtra, is a government-run co-educational institution established in 2014 under the management of the local body. The school provides primary and upper primary education, encompassing classes 1 through 8, with Urdu as the primary medium of instruction. The school’s commitment to providing a quality education is evident in its dedicated team of four male teachers, diligently working to nurture young minds.

The school’s infrastructure, while functional, reflects its needs. Housed in a government building, it boasts four classrooms in good condition, supplemented by two additional rooms for non-teaching activities and a dedicated space for the school’s administration. The school’s physical structure features a pucca boundary wall, although it is currently in a state of disrepair. The absence of electricity poses a challenge, but the school’s provision of a playground offers a valuable space for physical activity and recreation for the students.

Despite the lack of electricity and a library, the school prioritizes essential facilities. The presence of separate, functional boys’ and girls’ toilets underscores the school’s commitment to providing a safe and inclusive environment. The availability of mid-day meals, prepared on the school premises, ensures that students receive proper nutrition to support their learning. The school’s rural location, however, necessitates improvements in infrastructure to enhance the learning environment.

The absence of certain amenities highlights areas for potential improvement. The lack of electricity hinders access to modern teaching aids and limits the school’s capacity to leverage technology in education. The absence of a library underscores the need for investment in educational resources to broaden the learning experience and foster a love of reading among students.

The school’s management acknowledges the need for continued development. Future initiatives may focus on securing an electricity connection, constructing a library, and potentially investing in computer-aided learning resources to enhance the educational opportunities available to students.

The school’s unique characteristics make it a valuable resource for the community. Its commitment to Urdu instruction serves the linguistic needs of the local population, while its comprehensive curriculum provides a strong foundation for future academic pursuits.

The school’s location in a rural area underscores the importance of providing accessible and high-quality education to underserved communities. Ongoing improvements to infrastructure and resources will directly impact the educational outcomes and overall well-being of the students.

The absence of computers and computer-aided learning further highlights the need for investment in technological infrastructure to bridge the digital divide and enhance the learning experience for students in the digital age.

The school’s management actively seeks opportunities to enhance the overall quality of education provided. Partnerships with local organizations and community involvement can assist in addressing identified needs. The school’s success relies on ongoing collaboration between the school administration, community members, and relevant stakeholders.

Zilla Parishad Urdu Upper Primary School Khasaon stands as a testament to the dedication of teachers and the commitment to providing education in a rural setting. Through ongoing efforts and collaborative initiatives, the school strives to overcome infrastructural limitations and continues to serve as a beacon of knowledge and opportunity for the students in its care.