ZPPS DOMBALEMADANEWASTI

ZPPS DOMBALEMADANEWASTI was established in 1984 and it is managed by the Local body. It is located in Rural area. It is located in BARAMATI block of PUNE 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 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 300 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.

ZPPS Dombalemdanevasti: A Comprehensive Profile of a Rural Maharashtra Primary School

ZPPS Dombalemdanevasti, a government-run primary school (Grades 1-4) located in the rural Baramati block of Pune district, Maharashtra, stands as a testament to educational access in India’s countryside. Established in 1984 and managed by the local body, the school serves a co-educational student population. Its infrastructure, while modest, provides essential learning resources.

The school’s two classrooms are housed within a government building and are maintained in good condition. The learning environment is further enriched by the presence of a library, stocked with 300 books, and a playground offering recreational space for the students. Electricity ensures a conducive learning atmosphere, while ramps cater to the needs of students with disabilities.

Instruction is primarily conducted in Marathi, reflecting the local language. The teaching staff consists of one male and one female teacher, ensuring a balanced approach to education. Importantly, the school provides midday meals, prepared and served on the premises, addressing a critical need for nutritional support among the student body. A single computer is available for educational purposes, though the school currently lacks a dedicated computer-aided learning lab.

The school’s infrastructure includes a functional boys’ toilet and a functional girls’ toilet, reflecting a commitment to basic hygiene. However, the absence of a reliable source of drinking water presents a challenge that needs to be addressed. The school building is enclosed by an “Others” type boundary wall, suggesting the need for further specification regarding the wall’s material and structural integrity.

The school’s location in a rural setting highlights its vital role in providing educational opportunities in a region that might otherwise lack such access. Its establishment in 1984 underlines its long-standing commitment to serving the community. The school’s “Others” board designation for higher secondary education, suggests a potential need for further clarification.

While the school currently operates without a pre-primary section, its overall functionality and resources are notable, especially considering its rural location. Further improvements, including a reliable drinking water source and a more comprehensive computer lab, could enhance its already solid educational foundation. The school’s continued operation after almost four decades demonstrates its resilience and importance within the community.

The school’s unique characteristics, including its Marathi instruction and provision of midday meals, underscore its cultural sensitivity and dedication to student well-being. The absence of specific details regarding the head teacher and the nature of the “Others” boundary wall present opportunities for additional information.

Despite these minor gaps, ZPPS Dombalemdanevasti remains a vital educational institution, demonstrating the government’s commitment to expanding education in rural areas. The available resources, coupled with the dedicated teaching staff, provide a strong foundation for the students’ academic development. The school’s story is one of perseverance and service to the community it serves.

The school’s relatively small size, with only two classrooms, allows for a more personalized learning experience. This intimacy potentially fosters stronger teacher-student relationships and better academic outcomes. The school’s code, “27250210104,” uniquely identifies it within the larger educational system of Maharashtra.

Further research into the “Others” designations for higher secondary education and the boundary wall could provide a more complete understanding of the school’s operations and physical environment. Data on student enrollment and academic performance would further enrich the overall profile of this crucial institution. Overall, ZPPS Dombalemdanevasti serves as a valuable example of a rural primary school providing essential educational services.