CPS KANYA ASHTI

CPS KANYA ASHTI was established in 1960 and it is managed by the Local body. It is located in Rural area. It is located in HADGAON block of NANDED district of Maharashtra. The school consists of Grades from 1 to 7. The school is Girls 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 4 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 0 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 270 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

CPS Kanya Ashti: A Comprehensive Profile of a Rural Girls’ Primary School

CPS Kanya Ashti, a government-run girls’ school, stands as a beacon of education in the rural landscape of Hadgaon block, Nanded district, Maharashtra. Established in 1960 under the management of the local body, this primary school with upper primary classes (1-8) plays a vital role in the community. The school’s commitment to education is evident in its dedicated team of five teachers, including four males and one female.

Instruction at CPS Kanya Ashti is conducted in Marathi, catering to the local language needs of the students. The school boasts four classrooms in good condition, providing ample space for learning. A well-stocked library, containing 270 books, encourages a love for reading, complementing the classroom learning environment. The presence of a playground ensures that physical activity remains an integral part of the children’s development, balancing academics with recreational activities.

The school’s infrastructure demonstrates a commitment to providing a supportive learning atmosphere. A partial boundary wall provides some security and the presence of tap water ensures access to clean drinking water. The school also provides a mid-day meal prepared on school premises, addressing the nutritional needs of the students. Two functional girls’ toilets contribute to a safe and hygienic environment, demonstrating a focus on student well-being. Furthermore, ramps for disabled students ensure accessibility for all.

The school’s technological resources, while limited, include a single computer to support teaching and learning. While the school does not currently possess a computer-aided learning lab, the presence of the computer indicates a move towards incorporating technology into the learning process. The absence of electricity at the school presents a challenge, highlighting the need for further infrastructural development to fully leverage the available technology.

The academic curriculum follows the “Others” board for classes 10th and 10+2, indicating a potentially unique approach to the curriculum. The school’s focus on primary education with an upper primary extension serves a crucial role in providing a strong foundation for girls’ education in the rural community. The lack of a pre-primary section indicates potential for future expansion to serve younger children.

CPS Kanya Ashti’s location in a rural setting makes its accessibility crucial. Its approach via an all-weather road indicates a commitment to maintaining access throughout the year, ensuring consistent educational opportunities for students regardless of weather conditions. The school’s academic year aligns with the traditional Indian academic calendar, commencing in April.

The school’s infrastructure, while functional, highlights areas for potential improvements. The absence of electricity represents a significant limitation for educational and administrative purposes. The presence of a single computer demonstrates a commitment to technology, but the lack of additional resources indicates the need for enhanced technological infrastructure.

The school’s management by the local body emphasizes its integral role within the community and the commitment of local authorities to provide educational opportunities. This involvement underscores the local community’s active participation in education and its dedication to girls’ empowerment through education.

In conclusion, CPS Kanya Ashti stands as a testament to the commitment to providing quality education in a rural setting. The school serves a vital purpose in empowering girls through education, offering a foundation for their future prospects. With further infrastructural development and resource allocation, the school has the potential to expand its offerings and provide even more comprehensive education to the girls in the community. Its dedication to providing a safe, supportive, and accessible learning environment makes it a significant asset to the region.