ZPPS JAGRAM BENDRI TANDA

ZPPS JAGRAM BENDRI TANDA was established in 2001 and it is managed by the Local body. It is located in Rural area. It is located in BHOKAR block of NANDED 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 76 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 Jagram Bendri Tanda: A Rural Primary School in Maharashtra

ZPPS Jagram Bendri Tanda, a government-run primary school, serves the rural community of Bhokar block in Nanded district, Maharashtra. Established in 2001 under local body management, this co-educational institution provides education from Class 1 to Class 4, utilizing Marathi as its primary language of instruction. The school’s history includes a relocation to its current site, ensuring continued accessibility for its students.

The school’s infrastructure comprises a government-provided building featuring two classrooms, all in good condition. Additional space accommodates non-teaching activities and a dedicated room for the school’s staff. While the school boasts a library stocked with 76 books and a playground for recreational activities, it currently lacks a boundary wall and functional electricity. Despite this, the school provides midday meals prepared on-site, demonstrating a commitment to student well-being.

Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet, addressing essential hygiene needs. Importantly, ramps are in place to ensure accessibility for students with disabilities. The school’s commitment to inclusivity is further emphasized by its provision of a library and playground which promote holistic development of its pupils.

The school’s teaching staff consists of one male teacher, dedicated to providing quality education to the students. Although the school does not offer pre-primary education and lacks computer-aided learning facilities, the existing resources are effectively utilized for teaching the primary curriculum.

The school’s academic focus remains on providing a strong foundation in primary education. The school’s commitment to education is clearly demonstrated by the provision of a functional library, playing facilities and the maintenance of the existing infrastructure. The school does not have any computers which is something to be improved upon.

The lack of functional electricity presents a significant challenge, potentially impacting teaching and learning activities, particularly in the evenings. Securing reliable electricity would greatly enhance the school’s capacity to provide a comprehensive and enriching educational experience.

Furthermore, the absence of a boundary wall raises concerns regarding the security and safety of the school grounds and students. A boundary wall would significantly enhance the protection of the school’s facilities and enhance the overall safety of the children attending the school.

Addressing these infrastructural limitations—the lack of functional electricity and a boundary wall—would significantly improve the school’s learning environment and contribute to a safer and more conducive atmosphere for its students and staff. Despite the challenges, the school remains dedicated to its mission of providing primary education to the rural community.

The school’s management, the local body, plays a vital role in advocating for the necessary resources and support to overcome these challenges and further enhance the educational opportunities available to students. This school, though small, is a significant part of its community, providing educational opportunities that otherwise wouldn’t be easily accessible.

ZPPS Jagram Bendri Tanda showcases the resilience of rural education in Maharashtra, highlighting both its achievements and areas for improvement. With support and investment, the school has the potential to become an even more effective center of learning for the children in its care.