Z.P.PS.BHOSALEWASTI(HOL)

Z.P.PS.BHOSALEWASTI(HOL) was established in 1968 and it is managed by the Local body. It is located in Rural area. It is located in PHALTAN block of SATARA 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps 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 a playground. The school has a library and has 110 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.P.S.Bhosalevasti (Hol): A Rural Primary School in Maharashtra

Z.P.P.S.Bhosalevasti (Hol), a government-run primary school, stands as a vital educational institution serving the rural community of Phaltan block in Satara district, Maharashtra. Established in 1968, this co-educational school caters to students from Class 1 to Class 4, offering a foundational education in Marathi. The school’s management is overseen by the local body, ensuring community involvement in its operations.

The school’s infrastructure consists of a government building, housing two classrooms designed for effective teaching. The presence of a functional library, stocked with 110 books, fosters a love for reading and learning among students. The school’s commitment to the well-being of its students is evident in the provision of hand pumps for safe drinking water, a playground for recreational activities, and separate functional toilets for boys and girls. Furthermore, ramps are available, ensuring accessibility for disabled children.

Technological resources are limited but functional, with one computer available to support teaching and learning. While the school does not boast a computer-aided learning lab, the existing computer serves as a valuable tool. The school’s commitment to nutrition is reflected in its provision of mid-day meals, prepared and served on the premises.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to the students. The instruction medium is Marathi, aligning with the local language and cultural context. The absence of a pre-primary section indicates the school’s current focus on primary education. The school operates without a boundary wall. However, it does benefit from a reliable electricity connection.

The school’s location in a rural area highlights its significance in bridging the educational gap and promoting literacy within the community. Its long history demonstrates its consistent contribution to the educational landscape of the region. The school’s resources, while modest, are utilized effectively to provide a basic education to the children of the community.

The available data highlights the school’s dedication to providing essential educational services despite limited resources. The presence of a library, playground, and functional toilets underscores the commitment to providing a holistic learning environment. The provision of mid-day meals addresses nutritional needs, while the accessibility features demonstrate inclusivity.

The school’s management by the local body signifies a community-driven approach to education. This involvement likely translates to local support and responsiveness to the school’s needs. The school’s location and modest infrastructure reflect the typical characteristics of many rural schools in India, emphasizing the challenges and triumphs of providing education in such settings.

The school’s operational details offer a glimpse into its daily functioning. The commencement of the academic session in April follows the standard academic calendar in the region. The school’s rural setting necessitates all-weather road accessibility, which further emphasizes the commitment to ensuring students’ regular attendance.

While information regarding contact details like phone number and email address is currently unavailable, the available data provides a comprehensive overview of Z.P.P.S.Bhosalevasti (Hol). This information may be invaluable for researchers, educators, and anyone interested in understanding the realities of rural education in Maharashtra. The school’s continuous operation since 1968 is a testament to its resilience and commitment to providing primary education to the children of Bhosalevasti.

Further information on the head teacher and more detailed academic data would enhance the complete picture of Z.P.P.S.Bhosalevasti (Hol). Despite the lack of certain details, the available information provides a clear and accurate understanding of the school’s functions, structure, and commitment to providing basic education within a rural context. The school continues to play a significant role in educating the next generation of the community.