ZPPS BANAIEVASTI (NEW)

ZPPS BANAIEVASTI (NEW) was established in 2009 and it is managed by the Local body. It is located in Rural area. It is located in PATHRI block of PARBHANI district of Maharashtra. The school consists of Grades from 1 to 5. 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 Others 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 80 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.

ZPPS Banaievasti (New): A Rural Primary School in Maharashtra

ZPPS Banaievasti (New), a primary school nestled in the rural landscape of Maharashtra, India, offers a glimpse into the educational landscape of a developing region. Established in 2009 under the management of the local body, this co-educational institution serves students from Class 1 to Class 5. Instruction is primarily conducted in Marathi, reflecting the local linguistic context. The school’s location, within the Pathri block of Parbhani district, signifies its role in providing essential education to a rural community.

The school’s infrastructure consists of a government-provided building, encompassing two well-maintained classrooms. These classrooms serve as the heart of the learning environment, supporting the educational needs of the student body. The presence of a library, stocked with 80 books, highlights a commitment to fostering a love of reading and learning beyond the classroom. Furthermore, the availability of a playground underscores the importance of physical activity and recreation in the school’s holistic approach to education. The school also boasts functional boys’ and girls’ toilets, indicating a commitment to basic sanitation and hygiene. Ramps for disabled children ensure accessibility for all students.

Meals are provided and prepared on the school premises, addressing a critical need for nutritional support among the students. This mid-day meal program plays a vital role in ensuring students have the energy and focus to succeed academically. The school’s management prioritizes the well-being of its students, evident in the provision of these essential services.

The school’s teaching staff comprises two male teachers, dedicated to imparting knowledge and nurturing the students’ potential. The absence of a pre-primary section and computer-aided learning facilities reflects the limitations in resources commonly encountered in rural settings. However, the availability of a library and playground indicates a commitment to providing a well-rounded educational experience.

While lacking electricity, the school remains committed to providing a functional learning environment. The “others” classification for the school’s boundary wall and drinking water source necessitates further investigation to determine the specifics of these facilities. The absence of computers and a computer-aided learning lab highlights areas where future investment could significantly enhance the educational experience.

The school’s management, being a local body, demonstrates community involvement in the provision of education. This participatory approach underscores the importance of local ownership and responsibility in shaping the school’s development. The fact that the school is not residential simplifies its operational structure, focusing resources directly on the educational needs of the students.

The geographical coordinates (19.09407800 latitude, 76.45299900 longitude) pinpoint the school’s location, aiding in its identification and accessibility. The school’s postal code (431506) further facilitates communication and administrative processes.

ZPPS Banaievasti (New) represents a typical rural primary school in Maharashtra, facing both challenges and opportunities. Addressing the lack of electricity and computer-aided learning could significantly enhance the quality of education provided. Despite these limitations, the school’s commitment to providing a basic education, coupled with its functional facilities and dedicated teachers, underscores its crucial role in the community.

The school’s continued operation and development rely heavily on the support of the local community and governing bodies. Investing in its infrastructure, resources, and teacher training could significantly improve the educational outcomes for the students and contribute to the overall development of the region. The school serves as a testament to the dedication of educators and community members in striving to provide educational opportunities in underserved rural areas.