ZPPS HANUMANWASTI KORDEWADI

ZPPS HANUMANWASTI KORDEWADI was established in 2001 and it is managed by the Local body. It is located in Rural area. It is located in KAIJ block of BID 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 no library and has 0 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 Hanumanwasti Kordewadi: A Rural Primary School in Maharashtra

ZPPS Hanumanwasti Kordewadi, a primary school nestled in the rural landscape of Maharashtra, offers a glimpse into the educational landscape of India’s villages. Established in 2001 and managed by the local body, this co-educational institution serves students from Class 1 to Class 4. The school’s primary language of instruction is Marathi, reflecting the local linguistic context.

The school’s infrastructure comprises a government-provided building equipped with two classrooms, ensuring a suitable learning environment for its students. A playground is available for recreational activities, fostering physical development alongside academic learning. The school building lacks a boundary wall and electricity connection, highlighting areas for potential infrastructural improvements.

Despite the absence of a library and computer-aided learning facilities, the school provides a crucial educational service to the community. The lack of computers doesn’t hinder the provision of quality education, demonstrating the school’s commitment to learning even with limited resources. The school also lacks ramps for disabled students, presenting a future area for development to enhance inclusivity.

The school’s staffing includes two male teachers, dedicated to providing quality education to the students in their care. Mid-day meals are provided and prepared on the school premises, ensuring students receive proper nutrition. This vital support system helps alleviate the financial burdens on families, ensuring every child has access to a nutritious meal during the school day.

The absence of a pre-primary section and the school’s rural setting underscore the challenges and unique characteristics of providing education in this area. The school’s location in the KAIJ block of BID district in Maharashtra situates it within a specific geographical and administrative framework.

Further details about the school’s management, academic standards, and future goals remain unspecified. However, the available information provides a valuable snapshot into the realities of providing primary education in rural Maharashtra. The school’s commitment to education, despite the infrastructural limitations, highlights the importance of community-based learning initiatives.

Despite the absence of certain amenities like a library and computers, the school’s focus remains on providing fundamental education. The school’s two functional toilets, one for boys and one for girls, reflect a commitment to basic hygiene and sanitation. The fact that the school prepares and provides midday meals indicates a holistic approach to student well-being.

The availability of a playground is noteworthy, recognizing the importance of physical activity and play in child development. This suggests a balance between academic learning and physical development within the school’s framework.

The lack of a boundary wall could be addressed through future developmental initiatives, improving the school’s security and overall infrastructure. The absence of electricity could be overcome through renewable energy solutions, further enhancing the learning environment.

ZPPS Hanumanwasti Kordewadi serves as an example of the dedication and commitment required to deliver basic education in challenging circumstances. Continued investment in infrastructure and resources would further enhance the school’s capabilities and ensure a brighter future for its students.