ZP MAR PRI SCH, DAHIWADI

ZP MAR PRI SCH, DAHIWADI was established in 1960 and it is managed by the Local body. It is located in Rural area. It is located in NANDURA block of BULDANA district of Maharashtra. The school consists of Grades from 1 to 5. 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 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 Pucca 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 a playground. The school has a library and has 125 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.

ZP MAR PRI SCH, DAHIWADI: A Rural Primary School in Maharashtra

ZP MAR PRI SCH, DAHIWADI, a government-run primary school, serves the rural community of Dahiwadi in the Buldana district of Maharashtra, India. Established in 1960, this co-educational institution offers primary education from classes 1 to 5, playing a vital role in the local community’s educational landscape.

The school’s infrastructure includes three well-maintained classrooms housed in a sturdy pucca building. A functional boys’ and girls’ toilet each ensures basic sanitation facilities for students. The presence of a library stocked with 125 books and a playground underscores the school’s commitment to holistic development, providing opportunities for learning beyond the classroom. Access to tap water ensures a reliable source of clean drinking water for students and staff. Importantly, the school is equipped with ramps for disabled children, ensuring inclusivity and accessibility.

The school’s curriculum is conducted entirely in Marathi, the local language. Three teachers, two male and one female, dedicate their expertise to educating the young minds of Dahiwadi. The school provides a midday meal prepared and served on the premises, addressing the nutritional needs of its students.

While the school currently lacks a functional electrical connection and computer-aided learning facilities, the presence of a library and playground signifies a dedication to enriching the learning experience beyond basic academics. The school’s management is under the purview of the local body, reflecting a community-driven approach to education.

The school’s location in a rural area highlights its significance in bridging the education gap and providing essential primary education to children in underserved communities. The absence of a pre-primary section underscores the current focus on primary education, potentially leaving an opportunity for future expansion.

Its solid building, functional sanitation facilities, and reliable water supply demonstrate a commitment to providing a safe and supportive learning environment. The school’s provision of a midday meal speaks volumes about its dedication to the overall well-being of its students.

The school’s management by the local body reflects a strong community involvement in education. This partnership underscores the importance of local governance in providing crucial educational resources.

Though lacking computer-aided learning, the school’s emphasis on a robust library and outdoor space suggests a holistic approach to child development that goes beyond purely digital learning.

The availability of ramps for disabled children showcases the school’s commitment to inclusivity. It actively ensures that every child has equal opportunities, irrespective of their physical capabilities. This proactive inclusion makes ZP MAR PRI SCH, DAHIWADI a model for accessibility in rural education.

In summary, ZP MAR PRI SCH, DAHIWADI serves as a cornerstone of education within its community, offering valuable primary education in a supportive and accessible environment. Despite limitations in certain facilities, the school’s commitment to providing a well-rounded learning experience is evident. Future developments might include addressing the current lack of electricity and incorporating computer-aided learning technologies to further enhance the educational opportunities for students.