ZPPS.MARSULWADI

ZPPS.MARSULWADI was established in 1975 and it is managed by the Local body. It is located in Rural area. It is located in BASMATH block of HINGOLI district of Maharashtra. The school consists of Grades from 1 to 4. 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 Hedges 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 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.MARSULWADI: A Rural Primary School in Hingoli, Maharashtra

ZPPS.MARSULWADI, a government-run primary school, stands as a vital educational institution serving the rural community of Basmath block in Hingoli district, Maharashtra. Established in 1975 under the management of the local body, this co-educational school provides primary education from Class 1 to Class 4, catering to the educational needs of young children in the area.

The school’s infrastructure comprises two well-maintained classrooms, sufficient for its current student population. While it lacks a playground, the school boasts a library stocked with 100 books, fostering a love for reading among its students. The school building is enclosed by hedges, providing a secure environment for learning. Reliable electricity ensures a conducive learning atmosphere, while hand pumps provide access to clean drinking water. Separate functional toilets for boys and girls further enhance the school’s facilities. Importantly, the school is equipped with ramps for disabled children, ensuring inclusivity.

The school’s teaching staff consists of one male and one female teacher, dedicated to providing quality education to their students. Marathi serves as the primary medium of instruction, making the curriculum relevant and accessible to the local community. The school operates under the “Others” board for classes 10 and 10+2, offering a tailored curriculum that meets the regional educational requirements.

The school provides a mid-day meal, ensuring that students receive proper nutrition alongside their education. This crucial service is prepared and provided within the school premises, promoting health and well-being.

ZPPS.MARSULWADI operates on an academic calendar that begins in April, aligning with the broader regional educational schedule. The school’s rural location makes it an integral part of the community, providing vital educational services to children in an area where access to such resources might otherwise be limited.

The school’s commitment to inclusive education is highlighted by the inclusion of ramps for children with disabilities. This feature reflects a dedication to providing equal opportunities for all students, regardless of their physical abilities.

The absence of a computer lab and computers underscores the need for additional resources and technological advancements to enhance the learning experience. However, the school’s existing infrastructure and dedicated staff demonstrate a commitment to providing a fundamental education to the children in its care.

ZPPS.MARSULWADI’s existence demonstrates the vital role local government institutions play in providing access to education, even in remote areas. The school’s simple yet functional facilities, coupled with dedicated teachers, contribute to the educational development of the rural community.

While the school’s library provides a valuable resource, expanding its collection and incorporating technology could further enhance the learning environment. The absence of a playground also presents an opportunity for future development, potentially providing children with much-needed space for recreational activities.

The school’s location and operational details make it an important component of the rural education landscape, highlighting the need for continued support and investment to ensure the provision of high-quality education to all students. The school’s achievements and ongoing challenges underscore the complexities and rewards of providing education in a rural setting.