ZPPS CHIKHALI BAUDDHAVADI

ZPPS CHIKHALI BAUDDHAVADI was established in 1973 and it is managed by the Local body. It is located in Rural area. It is located in SANGMESHWAR block of RATNAGIRI 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 Others boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 342 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 Chikhali Bauddhawadi: A Comprehensive Profile of a Rural Maharashtra Primary School

ZPPS Chikhali Bauddhawadi, a government-run primary school in the Sangmeshwar block of Ratnagiri district, Maharashtra, stands as a testament to rural education in India. Established in 1973 under the management of the local body, this co-educational institution caters to students from Class 1 to Class 4. Its rural setting and commitment to providing a basic education are noteworthy aspects of its profile.

The school’s infrastructure includes a government building with two classrooms, all in good condition. Beyond the classrooms, the school boasts additional rooms for non-teaching activities and a designated space for the teachers. Further enhancing its facilities are a well-maintained playground, a functional library stocked with 342 books, and a reliable tap water supply for drinking purposes. The school also provides mid-day meals prepared on the premises, ensuring students have access to nutritious food.

Accessibility is a key consideration, and the school is conveniently accessible via an all-weather road. While it doesn’t offer pre-primary education or a computer-aided learning lab, the school’s focus is firmly on providing quality primary education. The instruction medium is Marathi, reflecting the local language and cultural context.

The teaching staff comprises two teachers, one male and one female, dedicated to guiding the students through their primary education. The school’s commitment to inclusivity is evident in the provision of ramps for disabled children. However, it should be noted that the school currently lacks computer facilities.

The school’s other features include a boundary wall (specified as “others” in the provided data), and electricity, which are essential for the smooth operation and safety of the institution. The presence of separate boys’ and girls’ toilets underlines the school’s dedication to providing a comfortable and safe learning environment for all its students.

The school’s structure is designed to serve the educational needs of its local community. The “Others” classification for the boundary wall and board for class 10th and 10+2 suggests unique local adaptations.

The school’s location in a rural area highlights the challenges and rewards of providing education in such settings. Its establishment in 1973 reflects its long history of service to the community. The school’s dedication to offering primary education in Marathi demonstrates a commitment to local linguistic needs.

The school’s management by the local body underscores its integration within the community. The school’s resources, while limited, are utilized effectively to deliver a basic education.

In conclusion, ZPPS Chikhali Bauddhawadi stands as a representative example of a rural primary school in India. While lacking some modern facilities, it effectively serves its community by providing a fundamental education within a safe and supportive environment. The school’s continued operation and adaptability in a rural context highlight its importance and resilience.

The school’s profile showcases a dedication to providing quality primary education despite resource limitations, highlighting the vital role such institutions play in the development of rural communities. The information presented provides a comprehensive overview, enabling interested parties to understand the school’s functionality, strengths, and areas for potential improvement.