ZPPS SHEVGA TANDA

ZPPS SHEVGA TANDA was established in 1994 and it is managed by the Local body. It is located in Rural area. It is located in JALNA block of JALNA district of Maharashtra. The school consists of Grades from 1 to 5. 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 2 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 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 70 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 SHEVGA TANDA: A Comprehensive Profile of a Rural Primary School

ZPPS SHEVGA TANDA, a government-run primary school (grades 1-5), stands as a vital educational institution in the rural landscape of Jalna district, Maharashtra, India. Established in 1994 under the management of the local body, the school plays a crucial role in providing foundational education to children in the area.

The school’s infrastructure includes a government-owned building housing two classrooms, ensuring adequate space for learning. A key feature is the presence of a library, stocked with 70 books, enriching the learning experience beyond the curriculum. A playground provides a crucial space for physical activity and recreation, contributing to the holistic development of students. Separate boys’ and girls’ toilets ensure sanitary facilities are available. Notably, ramps are in place, facilitating access for children with disabilities. Reliable electricity access further enhances the school’s functionality. The school’s walls are constructed of other materials, signifying a robust and functional structure.

The school’s operational details highlight its commitment to quality education. Marathi serves as the primary language of instruction. The school operates as a co-educational institution, catering to both boys and girls. It offers a mid-day meal program, prepared and provided on the school premises, addressing the nutritional needs of the students. The school’s location in a rural setting underlines its importance in bridging the educational gap in underserved areas.

The teaching staff comprises one male teacher and one female teacher, totaling two educators who dedicate themselves to the students’ learning. The school’s management structure, under the local body, ensures community engagement and accountability. The school’s academic focus is strictly on primary level education (classes 1-5). The absence of a pre-primary section directs the school’s focus to the primary age group.

The school’s operational hours and academic calendar follow the standard academic session starting in April, aligning with the broader educational system in Maharashtra. The school building is dedicated solely to educational purposes and does not operate as a shift school.

Access to the school is facilitated by an all-weather road ensuring regular attendance regardless of weather conditions. The school’s commitment to inclusive education is further highlighted by the presence of ramps for disabled children, ensuring equal access to educational opportunities for all students.

While the school currently lacks computer-aided learning facilities and computers, its presence provides essential primary education to the community. The absence of computers and digital resources points to an area ripe for future development and technological integration to enhance learning opportunities. The school’s lack of digital resources indicates areas where investment could greatly enhance the learning environment.

The absence of a head teacher’s office remains an area for possible improvement. However, the existing infrastructure and facilities, combined with the dedicated teaching staff, create a conducive learning atmosphere. The school’s dedication to providing a functional and safe environment for learning is evident.

In summary, ZPPS SHEVGA TANDA provides essential primary education to a rural community, demonstrating a commitment to providing a basic education within a functional, if resource-limited, environment. Future development initiatives focusing on digital infrastructure could significantly enhance the educational experience for these students. This school remains a pillar of the local community, fostering literacy and contributing to the overall development of the region.