Z.P. SCHOOL, KASARA NO.2

Z.P. SCHOOL, KASARA NO.2 was established in 1969 and it is managed by the Local body. It is located in Rural area. It is located in SHAHAPUR block of THANE district of Maharashtra. The school consists of Grades from 1 to 4. 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 9 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 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 30 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.

Z.P. SCHOOL, KASARA NO.2: A Comprehensive Profile of a Rural Girls’ Primary School

Z.P. SCHOOL, KASARA NO.2, a government-run primary school for girls, stands as a vital educational institution in the rural landscape of the SHAHAPUR block, THANE district, Maharashtra. Established in 1969, this school, managed by the local body, provides essential primary education to young girls from classes 1 to 4. Its location, categorized as rural, reflects its significant role in serving the community. Instruction is primarily conducted in Marathi, catering to the local linguistic needs.

The school’s infrastructure comprises a government building equipped with nine well-maintained classrooms, ensuring adequate space for teaching and learning. Supporting facilities include a functional library stocked with 30 books, a playground for recreational activities, and a reliable tap water source for drinking. Importantly, ramps are provided to ensure accessibility for disabled children. The presence of two functional girls’ toilets further demonstrates a commitment to providing a safe and hygienic environment.

A crucial aspect of the school’s operation is its provision of mid-day meals, prepared and served within the school premises. This initiative addresses the nutritional needs of the students, enabling them to concentrate on their studies without the burden of hunger. The school’s commitment to education extends to the availability of a single computer for teaching and learning purposes.

The school employs a dedicated team of six teachers, including one male teacher and five female teachers, spearheaded by head teacher MANISHA VIKASH HIVRE. This dedicated team works tirelessly to impart quality education to the students. The school’s academic focus is strictly on primary education (classes 1-5), indicating a clear mission to provide a strong foundation in basic literacy and numeracy.

Despite the provision of a library and computer, the school lacks computer-aided learning facilities and a boundary wall. Although electricity is present, it is currently non-functional. However, these shortcomings do not diminish the school’s vital role in the community. The school operates without a pre-primary section and is not involved in higher secondary education.

The school’s commitment to providing a comprehensive educational experience is evident in its infrastructure and its staffing. The school’s management actively contributes to the educational development of the community, providing a solid foundation in learning for the girl students.

The absence of a pre-primary section and certain facilities, while notable, underscores the ongoing needs within the educational system. Yet, the dedication of the teachers and the availability of basic necessities like drinking water, toilets, and a library highlight the school’s continuous efforts to provide a safe and supportive learning environment.

The successful functioning of Z.P. SCHOOL, KASARA NO.2, is a testament to the resilience and dedication of both its staff and the local community. The school’s presence, offering quality primary education to girls in a rural setting, plays a vital role in the community’s development and social progress.

The school’s dedication to the students is evident in every aspect of its operations. From the provision of mid-day meals and clean drinking water to the accessibility ramps and the commitment of its teachers, the Z.P. SCHOOL, KASARA NO.2 strives to provide an enriching and empowering learning experience for the girls under its care. The information provided highlights the important role this institution plays in shaping the future of the community.

The school’s profile serves as a valuable resource for policymakers, educational stakeholders, and the broader community, offering insights into the realities of rural education and the ongoing needs for improvement and investment. Future development plans could focus on addressing the identified shortcomings, such as the lack of a boundary wall and functional electricity. Further investment in computer-aided learning technologies would significantly enhance the school’s capabilities.