ZPPS PIMPALGAON LIKHA

ZPPS PIMPALGAON LIKHA was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in PURNA block of PARBHANI 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 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 Others 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 800 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 Pimpalgoan Likha: A Comprehensive Profile of a Rural Maharashtra School

ZPPS Pimpalgoan Likha, a government-run primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Purna block, Parbhani district, Maharashtra. Established in 1953 under local body management, the school plays a crucial role in the community’s educational development.

The school’s infrastructure comprises a government building with seven classrooms, all in good condition, ensuring a conducive learning environment for its students. Adding to the school’s resources are a functional library housing 800 books, a playground for recreational activities, and separate boys’ and girls’ toilets, crucial for maintaining hygiene and comfort. The school’s location ensures accessibility via all-weather roads.

The school’s commitment to providing a holistic education is evident in its provision of midday meals, prepared on the school premises, ensuring students receive proper nutrition alongside their academic studies. The availability of hand pumps provides access to clean drinking water, an essential necessity for a healthy learning environment. Ramps for disabled children are present, ensuring inclusivity within the school.

ZPPS Pimpalgoan Likha employs a dedicated teaching staff of eight, including six male and two female teachers, under the guidance of one head teacher, Pampatwar V.V. Marathi serves as the medium of instruction. While the school does not have a pre-primary section or computer-aided learning facilities, its focus on fundamental education through traditional methods remains paramount.

The school’s management recognizes the importance of a safe and secure learning environment. The presence of a boundary wall, although described as “Others,” suggests the school’s commitment to safeguarding its students. A reliable electricity connection further enhances the learning experience by providing consistent lighting and power for necessary equipment.

The school’s academic curriculum extends from class 1 to class 7, catering to the educational needs of the local community. The school’s affiliation with “Others” for class 10 and 10+2 boards reflects its unique position within the educational system.

ZPPS Pimpalgoan Likha’s dedication to providing quality education, despite its limited resources, highlights its crucial role in the community. The school’s age and enduring commitment to education underscores its resilience and continued importance.

The school’s commitment to accessibility is further highlighted by the presence of ramps for disabled children. This ensures that children with disabilities have equal access to education, reflecting the school’s inclusive ethos.

The school’s location in a rural area underscores its importance in bridging the educational gap between urban and rural communities. Its continued operation after decades highlights its community’s commitment to education.

The school’s reliance on traditional teaching methods, using Marathi as the primary language of instruction, aligns with the local culture and language preferences, fostering a sense of community and cultural identity among students. This approach prioritizes accessibility and effective communication.