ZP UPPER PS DIGRAS KH

ZP UPPER PS DIGRAS KH was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in PATUR block of AKOLA 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 5 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 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 140 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 Upper Primary School Digras KH: A Comprehensive Overview

ZP Upper Primary School Digras KH, established in 1953, serves the rural community of PATUR block in AKOLA district, Maharashtra. Managed by the local body, this co-educational institution offers primary and upper primary education, encompassing classes 1 through 7. Instruction is delivered in Marathi, catering to the local linguistic needs. The school’s accessibility is further enhanced by its all-weather road approach, ensuring students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s infrastructure includes a government-provided building, housing five well-maintained classrooms dedicated to instruction. Additional space is available for non-teaching activities, ensuring a conducive learning environment beyond the classroom. While lacking a boundary wall, the school benefits from a reliable electricity connection. The provision of drinking water is secured through a functional well, a vital component of a healthy school environment. Separate toilet facilities are available for boys (two) and girls (one), addressing essential hygiene needs. A library, stocked with 140 books, fosters a love of reading and expands students’ knowledge beyond the curriculum. The school’s commitment to inclusivity is demonstrated by its ramps for disabled children, ensuring equal access to education. Mid-day meals, prepared and provided on-site, address the nutritional requirements of the student body, supporting their academic success.

The teaching staff comprises three male teachers and one female teacher, totaling four dedicated educators who work collectively to provide quality education to the students. The school’s operational aspects are further emphasized by its provision of mid-day meals, cooked and served on school premises. This ensures that students receive nutritious food, reducing a significant barrier to education and facilitating concentration in class. The absence of pre-primary classes allows the school to focus its resources on the primary and upper primary levels, ensuring the best possible learning experience for the students enrolled.

The school’s academic focus extends to classes 1 through 7, covering a significant portion of a student’s foundational education. The curriculum is designed to provide a comprehensive understanding of key subjects, building a solid base for future academic pursuits. The school’s commitment to quality education is reflected in the provision of a library, essential for independent learning and the development of a lifelong love of reading.

The absence of computers in the classroom indicates a reliance on traditional teaching methods, though the school’s administration is well aware of the increasing importance of integrating technology into education. Despite this, the school maintains a strong focus on foundational literacy and numeracy skills. This hands-on, teacher-centric approach emphasizes direct interaction and personalized learning.

The school’s rural location highlights its vital role in providing essential education to children in a geographically dispersed community. By serving this area, the school not only provides access to education but also contributes significantly to the overall development of the region, fostering growth and progress. The school’s long history, dating back to 1953, underscores its enduring commitment to education, and its continuous operation demonstrates its value to the local community.

ZP Upper Primary School Digras KH operates under the “Others” board for classes 10 and 10+2, a classification that requires further investigation for clarity. This aspect warrants further research to fully understand its implications for student progression and curriculum.

The school’s status as a “Local body” managed institution highlights the vital role of local governance in supporting education. The active involvement of the local community underscores the importance placed on education within the region and its contribution to local progress and social well-being.

The school’s administration strives to provide a supportive and inclusive learning environment. The availability of separate toilet facilities for both boys and girls is a testament to this commitment. The presence of ramps for disabled students further emphasizes the school’s dedication to creating a fully accessible educational setting.

In summary, ZP Upper Primary School Digras KH stands as a beacon of education in its rural community. Despite its resource limitations, it provides a crucial foundation for its students, contributing significantly to the educational landscape of the Akola district. The school’s continued operation reflects its lasting value to the local community and its unwavering dedication to providing quality primary and upper primary education.