ZP URDU P SCHOOL KHANDALA

ZP URDU P SCHOOL KHANDALA was established in 1974 and it is managed by the Local body. It is located in Rural area. It is located in TELHARA block of AKOLA 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. 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 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 No Boundary Wall 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 25 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 Urdu P School Khandala: A Profile of a Rural Primary School

ZP Urdu P School Khandala, established in 1974, serves the rural community of Telhara block in Akola district, Maharashtra. Managed by the local body, this primary school offers a valuable educational service to the region. The school’s commitment to education is evident in its provision of essential facilities and resources.

The school’s infrastructure includes two well-maintained classrooms, designed to accommodate students from Class 1 to Class 5. While lacking a boundary wall, the school benefits from a reliable electricity supply and readily accessible tap water. A functional library, stocked with 25 books, supports students’ learning beyond the classroom. The provision of separate boys’ and girls’ toilets highlights the school’s dedication to providing a safe and hygienic environment.

The school’s teaching staff consists of one male teacher, who are dedicated to imparting knowledge and fostering a positive learning experience for the children. Urdu serves as the primary language of instruction, catering to the linguistic needs of the local community. The school’s administration is headed by Syed Rafique Sk Hatam, whose leadership contributes to the smooth functioning of the school.

Importantly, the school prioritizes the well-being of its students by providing mid-day meals prepared on-site. This initiative ensures that students receive adequate nutrition, contributing to their overall health and academic performance. The accessibility of the school is further enhanced by its location along an all-weather road.

The school’s curriculum focuses on primary education (Classes 1-5), reflecting its role in providing a foundational education to young learners. The school’s academic year commences in April, aligning with the regional academic calendar. Its co-educational nature ensures equal access to education for both boys and girls.

While lacking a playground and computer-aided learning facilities, the school’s focus remains on providing a solid primary education using its existing resources. Ramps for disabled access are available, demonstrating a commitment to inclusivity. The absence of pre-primary sections and computers should not overshadow the school’s crucial role in the community.

The school’s dedication to providing a quality education despite its limited resources is noteworthy. The availability of a functional library and commitment to providing meals exemplifies the school’s prioritization of student needs. Future development could include enhancing the school’s infrastructure, such as constructing a boundary wall and adding recreational facilities.

The school’s location in a rural area emphasizes its importance in providing educational opportunities to children who may otherwise have limited access. Its continued operation and commitment to education are crucial for the development of the local community. This commitment deserves recognition and support.

The information provided showcases the operational aspects of ZP Urdu P School Khandala. It underscores the challenges and strengths of a rural school committed to providing quality primary education within its constraints. The school’s dedication to its students is clearly evident in its available resources and ongoing operations.

In conclusion, ZP Urdu P School Khandala plays a vital role in the education of children in its community. Its strengths lie in its dedicated teacher, commitment to providing meals, and its basic infrastructure. While there is room for future improvements and expansion, the school serves as a beacon of educational opportunity in the rural landscape.