ZPPS KHERDA KARANJA

ZPPS KHERDA KARANJA was established in 1948 and it is managed by the Local body. It is located in Rural area. It is located in KARANJA LAD block of WASHIM district of Maharashtra. The school consists of Grades from 1 to 7. 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 5 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 Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 461 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

ZPPS Kherda Karanja: A Comprehensive Profile of a Rural Maharashtra School

ZPPS Kherda Karanja, a primary and upper primary school (classes 1-8), stands as a testament to rural education in Maharashtra, India. Established in 1948, this co-educational institution is managed by the local body and serves the community of Karanja Lad, in the Washim district. The school’s commitment to providing quality education is evident in its infrastructure and resources.

The school building, owned by the government, houses five classrooms, all in good condition, ensuring a conducive learning environment for its students. A key feature is the school’s library, stocked with 461 books, providing valuable supplementary learning materials. Further enhancing the learning experience is the availability of five functional computers and a dedicated computer-aided learning lab.

The school’s commitment to student well-being extends to its infrastructure. Hand pumps provide a reliable source of drinking water, while separate boys and girls toilets cater to the students’ needs. The school’s accessibility is further bolstered by the presence of ramps for disabled children, ensuring inclusive education.

The school’s instructional medium is Marathi, reflecting the local language and culture. The teaching staff comprises five teachers, four female and one male, working together to deliver a comprehensive curriculum. The school also provides mid-day meals, prepared on the premises, ensuring that students’ nutritional needs are met.

The school’s location in a rural area underscores its vital role in providing education to children in this community. The partially constructed boundary wall offers a degree of security. While the school currently lacks a playground, its other amenities demonstrate the dedication to providing a complete and supportive learning environment.

The school’s use of computers and a computer-aided learning lab showcases a forward-thinking approach, embracing technology to enhance the learning experience and prepare students for the future. This commitment is further strengthened by the school’s focus on providing a comprehensive education, from class 1 to class 7.

The availability of a library with a considerable collection of books reflects a commitment to fostering a love of reading and learning. The functional toilets and provision of drinking water highlight the school’s concern for the well-being of its students.

The school’s commitment to inclusivity is emphasized by the ramps for disabled children, ensuring accessibility for all students. This proactive approach underscores the school’s dedication to providing equal opportunities for every child.

The government-owned building, combined with the school’s resources and dedication, contributes to creating a supportive learning environment. The partially completed boundary wall, while not fully enclosing the school, provides a measure of protection.

The school’s long history, dating back to 1948, signifies its lasting contribution to the education of generations of children in the Karanja Lad community. This enduring legacy is a testament to the collective efforts of the school’s staff, students, and the community it serves.

In summary, ZPPS Kherda Karanja, with its dedicated teaching staff, adequate resources, and commitment to inclusivity, plays a critical role in providing quality education to rural children in Maharashtra, shaping their futures and contributing to the development of the community.