ZP MAR PRI SCH, KHALAD BK

ZP MAR PRI SCH, KHALAD BK was established in 1982 and it is managed by the Local body. It is located in Rural area. It is located in SANGRAMPUR block of BULDANA district of Maharashtra. The school consists of Grades from 1 to 4. 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 2 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 Others 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 70 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, KHALAD BK: A Rural Primary School in Maharashtra

ZP MAR PRI SCH, KHALAD BK, a government-run primary school located in the rural SANGRAMPUR block of BULDANA district, Maharashtra, has been educating children since its establishment in 1982. Managed by the local body, this co-educational institution serves students from Class 1 to Class 4, providing a crucial foundation for their academic journey.

The school’s infrastructure includes a government building housing two well-maintained classrooms dedicated to teaching. While it lacks a playground, the school boasts a functional library containing 70 books, fostering a love for reading amongst its students. Access to clean drinking water is ensured through a tap water system. Separate functional boys’ and girls’ toilets enhance the hygiene and comfort of the students. The school’s sturdy “Others” type boundary wall ensures a safe and secure learning environment. A reliable electricity supply further aids the learning process.

Instruction is imparted in Marathi, creating a familiar and comfortable learning environment for the local students. The school operates on a standard academic calendar, commencing its sessions in April. The school building itself serves solely as an educational facility; it is not a residential school and does not operate as a shift school. The two male teachers on staff work diligently to provide quality education. The provision of midday meals on the school premises ensures that students receive proper nourishment to support their learning.

The school’s location in a rural area underscores its vital role in providing educational opportunities to children who may otherwise lack access. Its commitment to providing a basic yet functional learning space is evident in its well-maintained classrooms, library, and sanitation facilities.

The school’s resources are effectively utilized to maximize the learning experience. The lack of computer-aided learning and computers is noted, highlighting potential areas for future development and improvement. The school’s library, while small, serves an important purpose in fostering literacy and a love of learning among its students.

While the school currently lacks facilities for disabled children, the readily available clean water and functional sanitation facilities are important indicators of the school’s dedication to providing a safe and hygienic learning environment.

ZP MAR PRI SCH, KHALAD BK stands as a testament to the importance of access to primary education in rural communities. Its continued operation provides a vital service, contributing to the growth and development of the community. Future investments in technological resources and accessibility improvements would undoubtedly enhance its capacity to serve its students even more effectively.

The school’s modest size and resources are effectively managed by the dedicated teachers, demonstrating the crucial role of human capital in providing quality education even with limited infrastructure. The provision of meals showcases a commitment to students’ holistic well-being beyond just academic learning.

Its establishment in 1982 signifies years of consistent service to the community, reflecting a long-standing commitment to education in the rural landscape. The school serves as a valuable asset, contributing significantly to the educational and social progress of the region.

The school’s commitment to providing a safe and conducive learning environment, coupled with its provision of basic amenities, creates a strong foundation for the students’ academic and personal growth. The ongoing dedication of its staff underscores the vital role of community-supported education in shaping a brighter future for rural communities.