ZPPS KONDGAV BUDRUK SAKHARPA KANYA

ZPPS KONDGAV BUDRUK SAKHARPA KANYA was established in 1961 and it is managed by the Local body. It is located in Rural area. It is located in SANGMESHWAR block of RATNAGIRI 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 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 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 0 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 395 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 Kondgav Budruk Sakharpa Kanya: A Comprehensive Profile of a Rural Girls’ School in Maharashtra

ZPPS Kondgav Budruk Sakharpa Kanya, a government-run girls’ school, stands as a vital educational institution serving the rural community of Sangmeshwar block in Ratnagiri district, Maharashtra. Established in 1961 under the management of the local body, the school provides primary and upper primary education, catering to students from Class 1 to Class 7. The school’s commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school’s infrastructure includes seven classrooms, all in good condition, ensuring a conducive learning environment for the students. The presence of a library stocked with 395 books and a playground highlights the school’s dedication to providing a holistic education that extends beyond the classroom. The availability of hand pumps provides a reliable source of drinking water for the students and staff. Furthermore, the school boasts a computer-aided learning lab equipped with five functional computers, reflecting a modern approach to education.

The teaching staff comprises nine teachers, including five male and four female teachers, led by Head Teacher Mukadam Subhas Shiram. This dedicated team ensures a student-teacher ratio conducive to effective learning. The school’s commitment to providing nutritious meals is evident through its mid-day meal program, where meals are prepared and provided on the school premises. The school’s use of Marathi as the medium of instruction reflects its integration within the local community and its understanding of the students’ linguistic background.

The school’s commitment to accessibility is demonstrated by the presence of ramps for disabled children, ensuring inclusive education for all. The school’s partial boundary wall and reliable electricity connection further enhance the safety and functionality of the school environment. The absence of a pre-primary section and the “Others” categorization for higher secondary board affiliations indicate areas for potential future expansion and development.

The school’s location in a rural area highlights its critical role in providing educational opportunities to girls in a region where access to quality education might be limited. The school’s dedication to providing a supportive and enriching environment is reflected in its various amenities and resources, including the library, playground, and computer lab.

The school’s operational efficiency is evident in the absence of contract teachers, suggesting a stable and experienced teaching workforce. The school’s administrative efficiency is also reflected in its consistent functioning, and its continuous service to the community. The provided information indicates a well-functioning school, dedicated to providing quality education to girls in a rural setting.

ZPPS Kondgav Budruk Sakharpa Kanya serves as an excellent example of a dedicated rural school committed to providing quality education to girls in a challenging environment. The school’s commitment to providing a safe, supportive, and enriching learning environment is clearly reflected in its physical infrastructure and the dedication of its staff. The school’s ongoing efforts to improve learning outcomes through the utilization of technology, such as its computer-aided learning program, demonstrate its dedication to keeping pace with modern educational advancements.

The school’s successful operation, even in a rural setting, underscores the importance of community support and effective resource management. The school’s management by the local body exemplifies successful collaboration between the community and the educational authorities. The school’s impact extends beyond the immediate community by empowering young girls, equipping them with the skills and knowledge to navigate the world and contribute to society.

The information provided showcases ZPPS Kondgav Budruk Sakharpa Kanya as a successful model of rural education, deserving recognition for its contribution to the community. The school’s commitment to providing quality education, coupled with its effective resource management and community engagement, makes it a beacon of hope and opportunity for young girls in rural Maharashtra. The school’s achievements and its dedication to providing a holistic education serve as an inspiration for similar educational institutions.

The success of ZPPS Kondgav Budruk Sakharpa Kanya highlights the importance of investing in rural education and supporting educational institutions that serve marginalized communities. The school’s contributions to the community are noteworthy, and its sustainable functioning serves as a testament to the collective efforts of its staff, students, and local community members. The school’s example serves as a positive reinforcement for continuous investment in rural education.