Zilha Parishad Primary SChool Tembi

Zilha Parishad Primary SChool Tembi was established in 1964 and it is managed by the Local body. It is located in Rural area. It is located in AUSA block of LATUR 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 Pucca 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 150 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.

Zilha Parishad Primary School Tembi: A Detailed Overview

Zilha Parishad Primary School Tembi, located in the AUSA block of LATUR district in Maharashtra, India, is a government-run, co-educational primary school established in 1964. The school caters to students from Class 1 to Class 4, providing education in Marathi. Its rural setting ensures accessibility to children from the surrounding community. The school’s infrastructure comprises two classrooms, all in good condition, housed within a government-owned building with a pucca boundary wall. A crucial element for the students’ well-being is the provision of mid-day meals, prepared and served on the school premises.

The school boasts a functional library containing 150 books, offering students access to a wide range of reading materials. Further contributing to the students’ hygiene and health, the school features one functional boys’ toilet and one functional girls’ toilet, ensuring appropriate sanitation facilities. The school’s commitment to inclusivity is reflected in its provision of ramps for disabled children, ensuring equal access to education for all students. The reliable source of tap water for drinking ensures the students’ access to clean and safe drinking water.

While the school currently lacks electricity and a playground, the presence of a library and functional toilets demonstrates a commitment to providing a conducive learning environment. The absence of a computer lab and computers signifies an opportunity for future development and technological integration within the school’s curriculum. The school’s management, overseen by the local body, prioritizes providing a quality primary education to the children of the community. The dedicated teaching staff of two teachers, one male and one female, play a crucial role in shaping the minds of young learners.

The school’s operational aspects are notable. The academic session commences in April, reflecting the standard academic calendar. Its rural location requires adaptability to local circumstances, and its dependence on tap water highlights the importance of continuous water supply for the smooth functioning of the school. The school’s status as a non-residential institution clarifies its operational capacity.

The school’s reliance on a government-provided building illustrates its dependence on external support for infrastructure. This underscores the importance of consistent governmental funding for maintenance and potential future expansion. The absence of a pre-primary section and the lack of computer-aided learning equipment may represent areas where future enhancements could further improve the learning experience for students.

Looking ahead, potential enhancements for the school could focus on acquiring computer technology for enhanced teaching and learning, improving the overall school infrastructure, and developing a playground to foster physical activity and well-rounded development among the students. The inclusion of modern technology and recreational spaces would ensure that students are well-equipped for the 21st century.

The school’s strong foundation in providing a basic education, evidenced by its functional classrooms, library, and sanitation facilities, demonstrates a commitment to academic excellence and student well-being within its current limitations. The potential for future development and technological integration offers pathways for further growth and improvement.

In conclusion, Zilha Parishad Primary School Tembi serves as a vital educational institution within its community. Its commitment to education, despite its limitations, underscores its importance in the lives of the children it serves. Continuous efforts to address current gaps in resources and infrastructure will be crucial in enhancing the learning experience and academic achievements of the students.

The school’s information is valuable for researchers, educational administrators, and potential benefactors interested in supporting the development of rural primary schools in Maharashtra. The transparency of available data allows for comprehensive assessments and informed decision-making concerning resource allocation and potential areas for improvement.