ZPPSA SHAMWADI NO 3

ZPPSA SHAMWADI NO 3 was established in 2001 and it is managed by the Local body. It is located in Rural area. It is located in AURANGABAD block of AURANGABAD (MAHARASHTRA) 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 150 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.

ZPPSa Shamwadi No 3: A Comprehensive Profile of a Rural Primary School in Maharashtra

ZPPSA Shamwadi No 3, a government-run primary school, stands as a vital educational institution serving the rural community of Aurangabad district in Maharashtra, India. Established in 2001 under the management of the local body, the school provides essential primary education to children from Class 1 to Class 5. Its commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school building, a government structure, houses two classrooms designed for effective learning. The school’s commitment to creating a conducive learning environment is further highlighted by its inclusion of a library stocked with 150 books, fostering a love of reading and learning among its students. A playground also provides a space for physical activity and recreation, contributing to the holistic development of the children.

The school’s infrastructure includes essential amenities such as electricity and separate functional toilets for boys and girls, emphasizing the importance of hygiene and safety. Ramps for disabled children ensure accessibility for all students, promoting inclusivity within the school environment. The school’s proactive approach to providing a safe and accessible environment reflects its dedication to serving the diverse needs of its students.

The teaching staff comprises two male teachers who impart knowledge using Marathi as the medium of instruction. The school operates within a co-educational framework, catering to both boys and girls. The midday meal program, prepared and provided on-site, ensures that students receive proper nourishment throughout their school day, addressing a crucial aspect of their well-being.

The school’s curriculum focuses on primary education (Classes 1-5), providing a strong foundation for the students’ future educational pursuits. The “Others” classification regarding the board for Class 10 and Class 10+2 suggests a unique approach to curriculum delivery, which warrants further investigation. The school’s location in a rural area highlights its significant role in providing access to education in a region where such opportunities might be less readily available.

The school’s infrastructure, while basic, is well-maintained and functional. The presence of a library, playground, and functional toilets demonstrates a commitment to providing students with a comprehensive educational experience. The school’s rural location emphasizes its role in bridging educational gaps and promoting educational equity in underserved communities.

The school’s operational details highlight its commitment to providing quality education. Its management by the local body underscores community involvement in education, further emphasizing its significance in the local community. The fact that the school is not residential simplifies operations, though it underscores the need for support mechanisms for students who might need additional assistance.

The provision of midday meals within the school premises shows the school’s holistic approach, going beyond academics to address the nutritional needs of the students. This underscores the school’s crucial role in not only providing education but also ensuring the well-being of its students.

ZPPSA Shamwadi No 3 serves as a model of efficient primary education in a rural setting. Its proactive approach in providing access, ensuring safety, and promoting a holistic learning environment demonstrates a clear dedication to its students and the community it serves.

The school’s story exemplifies the commitment to educational access and equity in rural areas. The readily available infrastructure, combined with its dedicated teachers and well-structured educational program, positions ZPPSa Shamwadi No 3 as a beacon of hope and opportunity for the children in the community.