ZPPS SAMBAR

ZPPS SAMBAR was established in 1952 and it is managed by the Local body. It is located in Rural area. It is located in PARHBANI block of PARBHANI 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 8 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 Pucca 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 no playground. The school has a library and has 189 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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 SAMBAR: A Comprehensive Profile of a Rural Maharashtra Primary School

ZPPS SAMBAR, a government-run primary school in the Parbhani district of Maharashtra, India, stands as a testament to rural education. Established in 1952, this co-educational institution serves students from Class 1 to Class 8, playing a vital role in the community’s educational landscape. Its management falls under the local body, reflecting a strong community involvement in its operation.

The school’s infrastructure consists of a sturdy pucca building, housing eight classrooms conducive to learning. The provision of electricity ensures a modern learning environment, while the presence of a library stocked with 189 books promotes a reading culture amongst students. Hand pumps provide a reliable source of drinking water, crucial for the students’ well-being throughout the school day. The school is conveniently accessible via an all-weather road, ensuring uninterrupted access for students and staff.

ZPPS SAMBAR’s academic focus extends to providing a well-rounded education. Marathi serves as the primary language of instruction. The school boasts a dedicated team of six male teachers committed to delivering quality education. The school’s commitment to providing meals is evident through its “Provided and Prepared in School Premises” meal program, ensuring that students receive proper nourishment. The school operates under the “Others” board for both Class 10 and Class 10+2 examinations.

The school’s facilities include separate functional boys’ and girls’ toilets, ensuring a safe and hygienic environment. The presence of ramps signifies the school’s commitment to inclusivity, catering to the needs of disabled children. Notably, the school is equipped with two functional computers, although it does not currently operate a computer-aided learning lab. The school building is not utilized as a shift-school and does not house residential facilities for students.

While the school lacks a playground, the presence of a library and readily available drinking water contributes significantly to a conducive learning environment. The school’s rural location underscores its role in bridging the educational gap in underserved communities. The school’s commitment to offering a comprehensive curriculum in Marathi, along with its emphasis on providing a safe and hygienic environment, highlights its efforts to ensure every student thrives academically.

The information provided showcases a school dedicated to providing fundamental education. The school’s features demonstrate a focus on delivering a quality education within the constraints of its rural setting. The availability of resources like computers, a library, and functional sanitation facilities point towards a school striving to improve learning outcomes within its community.

The detailed information about the school’s infrastructure, staff, and curriculum allows for a thorough understanding of its operations and commitment to its students. The school’s establishment in 1952 highlights its long history of serving the local community. The school’s management structure emphasizes the community’s close involvement in shaping the school’s educational goals.

The school’s dedication to providing meals underscores its commitment to holistic student development. The availability of separate toilet facilities for boys and girls ensures a safe and respectful learning environment for all students. The lack of a playground should not overshadow the school’s efforts in providing other crucial aspects of a holistic education.

This profile of ZPPS SAMBAR provides valuable insights into a typical rural primary school in Maharashtra, India. The school’s facilities and academic offerings reflect the realities of resource allocation in rural areas, while also highlighting the dedication of teachers and community members to ensuring access to quality education for all. Further investment in resources and infrastructure could significantly enhance the learning experience for students at ZPPS SAMBAR.

In conclusion, ZPPS SAMBAR serves as a vital educational cornerstone for the community, providing fundamental education and fostering a learning environment focused on academic achievement and student well-being. Its dedication to providing a quality education despite resource limitations exemplifies the resilience and commitment found in rural educational settings across India.