ZPPS WARI BHAIRAVGAD

ZPPS WARI BHAIRAVGAD was established in 1974 and it is managed by the Local body. It is located in Rural area. It is located in TELHARA block of AKOLA 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 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 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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 WARI BHAIRAVGAD: A Comprehensive Profile of a Rural Maharashtra School

ZPPS WARI BHAIRAVGAD, a government-run primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Maharashtra, India. Established in 1974 under the management of the local body, the school serves the community of TELHARA block in AKOLA district. Its commitment to education is evident in its facilities and dedicated teaching staff.

The school’s infrastructure comprises a sturdy pucca building, housing five well-maintained classrooms designed for effective learning. These classrooms are complemented by additional rooms dedicated to non-teaching activities, ensuring a conducive environment for both academics and extracurricular pursuits. Electricity is consistently available, powering the school’s computer-aided learning lab, which contains a single computer, enhancing the educational experience. The school also possesses a library, stocked with 100 books, fostering a love for reading amongst students.

A key element of the school’s functionality is its reliable access to drinking water, provided through hand pumps. The school prioritizes the safety and well-being of its students, evident in the availability of one boys’ toilet and one girls’ toilet. Ramps for disabled children provide easy access to the classrooms. The school follows a co-educational model, fostering an inclusive learning environment for both boys and girls.

The school’s teaching staff consists of three dedicated educators: two male teachers and one female teacher. Marathi serves as the medium of instruction, aligning with the regional linguistic context. The school provides mid-day meals, ensuring that students receive proper nourishment, promoting better concentration and learning outcomes. The school’s commitment to the community is further strengthened by its provision of a nutritious mid-day meal program, prepared and served on the school premises.

While the school doesn’t possess a playground, its location provides access to the surrounding rural environment which may offer opportunities for outdoor activities. The school’s academic curriculum follows the guidelines set by the “Others” board, for both class 10 and 10+2 levels, highlighting its adaptability to the educational standards of the region. The absence of a pre-primary section indicates a focus on primary and upper primary education. The school is readily accessible via an all-weather road, ensuring uninterrupted access throughout the year.

The school’s operational schedule follows the standard academic calendar, commencing in April. Its effective management structure and commitment to educational excellence are crucial for the development of the surrounding community. The school’s simple yet effective infrastructure highlights its practical focus on providing quality education within its resource limitations.

ZPPS WARI BHAIRAVGAD’s dedication to providing quality education in a rural setting is a testament to its enduring role in shaping the lives of its students. The school’s adherence to established educational norms and its inclusion of computer-aided learning demonstrates a forward-thinking approach. Its long history and continuous operation underscore its importance to the community.

The school’s management, a local body, actively maintains the infrastructure and ensures the consistent provision of essential resources. This reflects a community-driven approach to education, strengthening the bonds between the school and its students. By providing essential services such as water, sanitation, and mid-day meals, the school addresses the holistic needs of its student population.

The detailed profile of ZPPS WARI BHAIRAVGAD offers valuable insights into the operational dynamics and the educational practices of a typical rural school in Maharashtra. This information highlights the challenges and achievements of providing quality education in resource-constrained environments and demonstrates the significance of such institutions in local communities. Further research into the educational outcomes of this and similar schools would provide valuable data for improving educational standards in rural India.

Finally, the success of ZPPS WARI BHAIRAVGAD underscores the critical role played by rural schools in providing accessible and quality education to children in remote areas. The school’s dedication to its students and its continuous operation speak volumes about its impact on the community. Its existence is a testament to the commitment to education, even in challenging environments.