ZPPS HIGHSCHOOL SHEWALA URDU (Divide)

ZPPS HIGHSCHOOL SHEWALA URDU (Divide) was established in 2000 and it is managed by the Local body. It is located in Rural area. It is located in KALAMNURI block of HINGOLI district of Maharashtra. The school consists of Grades from 5 to 8. 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 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 No Boundary Wall 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 no playground. The school has a library and has 2 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.

ZPPS HIGHSCHOOL SHEWALA URDU (Divide): A Detailed Profile

ZPPS HIGHSCHOOL SHEWALA URDU (Divide), established in 2000, serves the rural community of KALAMNURI block in HINGOLI district, Maharashtra. Managed by the local body, this co-educational upper primary school caters to students from classes 5 to 8, offering a unique learning environment with Urdu as the primary medium of instruction. The school’s commitment to education is evident in its provision of mid-day meals, prepared on-site, ensuring students receive proper nourishment alongside their learning.

The school’s infrastructure comprises three well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities and a designated space for administrative staff. While lacking a boundary wall and electricity connection, the school boasts a functional library, housing a collection of two books, and access to clean tap water. Toilets are available for both boys and girls, contributing to a safe and hygienic learning environment. Importantly, the school provides ramps, ensuring accessibility for students with disabilities.

The school’s teaching staff consists of two male and two female teachers, fostering a balanced and supportive learning atmosphere. This dedicated team provides instruction in various subjects, equipping students with essential knowledge and skills for their future academic pursuits. Although the school lacks a computer lab and computers for educational purposes, the commitment of the teachers remains steadfast in ensuring quality education.

The school’s location in a rural area highlights its crucial role in providing educational opportunities to students who might otherwise lack access to quality schooling. Its rural setting also provides unique learning experiences, fostering a connection with nature and community. The accessibility of the school, which can be reached throughout the year, further contributes to its accessibility and inclusivity.

The absence of a pre-primary section and the school’s upper primary-only focus underscore its role within the broader educational landscape of the region. The school functions independently, without any attached residential facilities, ensuring students return to their homes after school hours. The school’s academic session commences in April, aligning with the general academic calendar in the region.

The school’s unique characteristics, including its Urdu medium of instruction and its location in a rural area, highlight its significance in promoting inclusive education and preserving linguistic diversity. The commitment of the teachers and the provision of basic necessities such as clean water and toilets demonstrate a strong dedication to creating a conducive learning environment.

Despite its limitations, including the lack of electricity, computer-aided learning, and a playground, the school remains an essential educational institution in the region. Its commitment to providing quality education, despite limited resources, shows the resilience and dedication of the school staff and the wider community.

The school’s data reveals a need for further development in infrastructure and resources. Access to electricity, computer labs, and improved library facilities would significantly enhance the learning experience. However, the current functionality and commitment to providing a safe and supportive learning environment for the students remain commendable.

The information available presents a snapshot of ZPPS HIGHSCHOOL SHEWALA URDU (Divide), focusing on its key features and operational aspects. While further investigation might be needed to fully grasp the school’s educational philosophy and overall impact on its students, the available information provides a clear overview of this essential educational institution.

In conclusion, ZPPS HIGHSCHOOL SHEWALA URDU (Divide) stands as a testament to the enduring importance of education, particularly in rural settings. Despite its resource constraints, the school plays a vital role in empowering the next generation. Continued support and investment in such schools are crucial for fostering educational equity and community development.