ZP MAR UP PRI SCH, PARDA

ZP MAR UP PRI SCH, PARDA was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in MEHAKAR block of BULDANA 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. 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 7 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 3 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 171 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 UP PRI SCH, PARDA: A Comprehensive Overview

ZP MAR UP PRI SCH, PARDA, a government-run primary school with upper primary classes (1-8), stands as a cornerstone of education in the rural area of MEHAKAR block, BULDANA district, Maharashtra. Established in 1953 under the management of the local body, the school offers a crucial educational foundation to the community.

The school’s infrastructure comprises a government building, housing seven well-maintained classrooms dedicated to instruction. These are supplemented by two additional rooms for non-teaching activities and a separate office for the head teacher. A partial boundary wall surrounds the school, ensuring a degree of security, while electricity ensures the smooth functioning of daily operations.

Water access is readily available through a functional tap water system, fulfilling the students’ hydration needs. Sanitation is addressed with the provision of three boys’ toilets and two girls’ toilets, ensuring a hygienic learning environment. Beyond basic necessities, the school boasts a playground that promotes physical activity and a library stocked with 171 books to foster a love of reading.

The school’s teaching staff consists of six teachers – five male and one female – delivering instruction in Marathi, the primary language of instruction. The school follows a co-educational model, catering to both boys and girls, and is easily accessible via an all-weather road. The academic session commences in April, adhering to the standard academic calendar.

Meals are provided and prepared within the school premises, ensuring that students’ nutritional requirements are met. The school’s commitment to inclusivity is demonstrated by its provision of ramps for disabled children, though computer-aided learning facilities are currently unavailable. The school is categorized as ‘Others’ for class 10 and class 10+2 boards, indicating a flexibility in curriculum. The school does not offer a pre-primary section or residential facilities.

ZP MAR UP PRI SCH, PARDA’s dedication to providing quality education in a rural setting is evident in its infrastructure, its teaching staff, and its commitment to providing essential resources such as meals and sanitary facilities. The school serves as a vital community asset, contributing significantly to the educational well-being of the children in its area.

The school’s location in a rural setting highlights the importance of its role in bridging the educational gap and ensuring equitable access to learning opportunities. The school’s commitment to providing a well-rounded educational experience extends beyond academics, encompassing physical activity, reading, and nutritional well-being.

Future improvements could focus on enhancing the school’s facilities by potentially adding computer-aided learning resources to keep pace with technological advancements in education and expand its library’s collection.

The availability of seven classrooms demonstrates a commitment to providing adequate space for teaching and learning, while the presence of a functional library emphasizes the school’s efforts to promote literacy and knowledge acquisition.

The school’s dedication to providing a safe and hygienic learning environment is apparent in its well-maintained facilities and provision of essential amenities. This commitment contributes to creating a conducive atmosphere for learning and personal growth.

The availability of a playground underscores the importance of physical activity in a child’s holistic development. Such provisions are key in fostering a healthy balance between academics and physical wellbeing.