ZP.PS GHUTUKADEVAST(CHILAREWADI)

ZP.PS GHUTUKADEVAST(CHILAREWADI) was established in 2010 and it is managed by the Local body. It is located in Rural area. It is located in MAN 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 doesn’t have electric connection. The source of Drinking Water in the school is None 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 30 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.

ZP.PS Ghutukadevast(Chilarewadi): A Comprehensive Profile of a Rural Primary School

ZP.PS Ghutukadevast(Chilarewadi), a primary school nestled in the rural landscape of the Satara district in Maharashtra, India, offers a glimpse into the educational landscape of a typical village school. Established in 2010 under the management of the local body, this co-educational institution caters to students from Class 1 to Class 4, providing a foundational education to young minds.

The school’s infrastructure comprises two classrooms housed within a government building, ensuring a conducive learning environment for its students. While lacking a boundary wall and electricity connection, the school compensates with a functional playground and a library stocked with 30 books, fostering both physical activity and a love for reading amongst the students. The availability of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and hygienic environment for its students.

Marathi serves as the primary medium of instruction, enabling seamless communication and comprehension within the classroom. The school’s commitment to the well-being of its students is further demonstrated through the provision of midday meals, prepared and served on the school premises, ensuring that students receive adequate nutrition to support their learning and growth.

The teaching staff consists of two male teachers, dedicated to imparting knowledge and nurturing the potential of the young learners. The school’s academic focus is solely on primary education (Classes 1-5), equipping students with the basic skills and knowledge necessary for their future academic endeavors. The school’s rural setting reflects its deep connection to the community, serving as a vital hub for education and development within the village.

The absence of pre-primary classes, computer-aided learning facilities, and computers highlights areas where potential improvements could enhance the learning experience. The lack of a boundary wall and electricity connection also points towards infrastructural needs for further development. Despite these limitations, the school’s dedication to providing quality education within a supportive environment remains evident.

The school’s location in the MAN block of Satara district makes it accessible, although the exact location is not specified by geographical coordinates. The absence of a head teacher and pre-primary section reflects the size and scope of the institution, with its focus being on primary grade instruction. The school’s adherence to the ‘Others’ board for higher secondary education indicates a need for further information on the specific curriculum followed beyond the primary level.

The school’s operational structure is clearly defined, with a functional organization for both teaching and non-teaching activities. The availability of separate rooms underscores the school’s efforts to cater to diverse needs within its limited infrastructure. While lacking modern technological aids, the school effectively utilizes its resources, making the most of its existing facilities.

The absence of ramps for disabled children highlights a potential area for accessibility improvements. The lack of contact teachers and the school’s non-residential nature further contextualize its operational model as a purely daytime educational institution. The provided details reveal a functional, community-based school dedicated to serving the educational needs of its rural constituency.

Further improvements, particularly in infrastructure and the inclusion of technological advancements, could enhance the school’s ability to meet the evolving needs of its students. This would allow them to compete more effectively with schools in more developed areas. However, the school’s current offerings provide a solid foundation for the community’s younger generation.

The ZP.PS Ghutukadevast(Chilarewadi) school’s story is a testament to the dedication of educators who strive to provide quality education in resource-constrained settings. The continued growth and development of this rural primary school will undoubtedly play a crucial role in shaping the future of the community it serves.