ZPPS KAWARDARI

ZPPS KAWARDARI was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in MALEGAON block of WASHIM district of Maharashtra. The school consists of Grades from 1 to 8. 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 7 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 150 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 Kawardari: A Comprehensive Profile of a Rural Maharashtra Primary School

ZPPS Kawardari, a government-run primary school in the Washim district of Maharashtra, India, stands as a testament to rural education. Established in 1953 under the management of the local body, this co-educational institution serves students from Class 1 to Class 8. Its rural location presents unique challenges and opportunities for its dedicated staff and students.

The school’s infrastructure comprises a government building with seven classrooms, all in good condition. These classrooms cater to a student body learning primarily in Marathi. A notable feature is the school’s library, housing 150 books, a valuable resource for expanding students’ knowledge beyond the classroom. Outdoor facilities include a functional playground, providing essential space for physical activity and recreation.

While the school boasts a functional boys’ and girls’ toilet each, the lack of a boundary wall poses a safety consideration. The absence of a functional electricity connection presents a hurdle, potentially affecting various aspects of the school’s operations. The school lacks a dedicated drinking water source, highlighting a crucial need for improved infrastructure in this area. The presence of ramps for disabled children showcases a commitment to inclusivity.

The school’s teaching staff consists of six male teachers, working diligently to impart knowledge and skills to their students. The head teacher, Adhake Laxman Sudamji, leads the educational endeavors, ensuring the smooth running of daily operations. The school provides mid-day meals, a vital support system ensuring that students’ nutritional needs are met.

The curriculum follows a primary and upper primary structure (Classes 1-8) aligning with the Maharashtra state’s educational standards. The school’s affiliation with “Others” for class 10th and 10+2 boards suggests a focus on a broader educational path, catering to diverse learning styles and future aspirations.

Despite the absence of computers and a computer-aided learning lab, the dedicated teachers work to create an engaging learning environment. This underscores the importance of resourcefulness and innovative teaching methods in overcoming technological limitations.

The school’s location in the Malegaon block of Washim district allows for easy access via an all-weather road, ensuring consistent attendance, regardless of weather conditions. The school’s academic year commences in April, following the standard academic calendar for the region.

ZPPS Kawardari’s ongoing success relies on continued support and investment in infrastructure and resources. Addressing the needs for a functional electricity connection, a reliable drinking water source, and perhaps a boundary wall would significantly enhance the learning environment and ensure the well-being of its students and staff.

The school’s dedication to providing quality education in a rural setting serves as a model for similar institutions. Its ongoing efforts demonstrate the resilience and commitment required to provide educational opportunities for students in challenging circumstances. Further investment and community support would strengthen the school’s capacity to empower the next generation of learners.