ZPPS KANYA KHOKAR MOHA

ZPPS KANYA KHOKAR MOHA was established in 1967 and it is managed by the Local body. It is located in Rural area. It is located in SHIRUR block of BID district of Maharashtra. The school consists of Grades from 1 to 7. The school is Girls 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 6 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 Partial 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 0 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 150 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 7 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 Kanya Khokar Moha: A Comprehensive Profile of a Rural Girls’ School in Maharashtra

ZPPS Kanya Khokar Moha, a government-run girls’ primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Maharashtra, India. Established in 1967 and managed by the local body, this school serves the community of Shirur block in Bid district. Its commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure comprises a government building housing six well-maintained classrooms. These classrooms facilitate effective learning, complemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The school also boasts a library, stocked with 150 books, providing students with valuable reading resources.

Outdoor facilities include a playground, offering a crucial space for physical activity and recreation. While the school has a partial boundary wall and reliable electricity, access to drinking water remains a significant challenge. The presence of a single, functional girls’ toilet underscores the need for further infrastructural improvements.

Academically, the school employs a total of seven teachers – one male and six female – who deliver instruction in Marathi. The school’s commitment to providing a quality education is further supported by the availability of seven functional computers, though computer-aided learning is not currently implemented. The school’s curriculum aligns with the standards set by “Others” boards for classes 10 and 10+2.

The school provides midday meals, prepared on-site, ensuring that students receive proper nutrition to support their learning. The school’s rural location necessitates an all-weather road for accessibility, with academic sessions commencing in April. Interestingly, despite its rural setting, the school does not require ramps for disabled access, suggesting existing accessibility features.

The head teacher, Pawale Ranjana Sukhdeo, leads the dedicated teaching staff in their commitment to providing a holistic educational experience. The school’s “Others” board affiliation allows for flexibility and adaptation to local educational needs. The absence of a pre-primary section highlights an area for potential future development.

The absence of reported boys’ toilets and a lack of drinking water facilities represent key areas where improvements would greatly benefit the school community. Addressing these concerns would enhance the overall learning environment and contribute to the well-being of the students.

In conclusion, ZPPS Kanya Khokar Moha is a functional institution playing a crucial role in the education of girls in a rural setting. While it demonstrates dedication to its students, addressing existing infrastructural needs related to sanitation and water access would significantly enhance the learning environment and ensure the well-being of its students. Further investment in resources and technologies, such as computer-aided learning, could also significantly benefit the school.

The school’s efforts in providing midday meals and maintaining a library highlight its commitment to a holistic educational experience. The dedicated staff, including the head teacher, Pawale Ranjana Sukhdeo, work tirelessly to provide quality education despite the existing resource constraints. The school stands as a testament to the importance of education in rural communities and serves as a positive example of community-driven education.