ZPPSKA CHANDANWADI

ZPPSKA CHANDANWADI was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in KANNAD 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 No Boundary Wall 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 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.

ZPPSKA CHANDANWADI: A Rural Primary School in Maharashtra

ZPPSKA CHANDANWADI is a government-run primary school nestled in the rural landscape of Aurangabad district, Maharashtra. Established in 2002, this co-educational institution serves students from Class 1 to Class 5, playing a vital role in the community’s educational development. The school’s management falls under the purview of the local body, reflecting a strong community involvement in its operations.

The school building, a government structure, houses two well-maintained classrooms dedicated to instruction. Beyond the classrooms, additional space caters to non-teaching activities, ensuring a holistic learning environment. While lacking a boundary wall, the school boasts electricity access, ensuring essential facilities for students and staff. The provision of hand pumps guarantees a reliable source of drinking water, contributing to the students’ overall well-being.

Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, underscoring the school’s commitment to hygiene and student comfort. The presence of a playground and a library further enriches the learning experience. The library’s collection of 70 books provides valuable reading resources for students, fostering a love for literature and learning. Ramps are in place, ensuring accessibility for students with disabilities.

The school’s instruction is delivered in Marathi, catering to the local language needs of its students. Two male teachers provide instruction, delivering a student-teacher ratio that allows for personalized attention. Meals are prepared and served on the school premises, addressing the nutritional needs of the students.

The school’s location, in the KANNAD block of Aurangabad district, makes it conveniently accessible via all-weather roads. Its academic calendar aligns with the standard April start, integrating seamlessly into the regional educational system.

The school’s operational efficiency and commitment to providing a comprehensive education are clear. The availability of essential resources, coupled with a focus on accessibility and inclusivity, highlights the significant contribution ZPPSKA CHANDANWADI makes to the community’s educational landscape. The school’s role extends beyond mere academics; it serves as a hub for learning, growth, and community engagement in the rural areas of Maharashtra.

While the school currently lacks computer-aided learning facilities, its dedication to providing a strong foundational education in a supportive environment is evident. The absence of a pre-primary section and the “Others” designation for class 10 and 10+2 boards may indicate specific community needs or future development plans. Further information on the specific curriculum and future initiatives would offer a more complete understanding of the school’s educational approach. Nonetheless, ZPPSKA CHANDANWADI serves as a testament to the power of accessible and inclusive education in rural communities.

This institution provides a crucial link between education and community development, contributing significantly to the educational advancement of children in the region. Future developments and expanded educational resources would further enhance its capacity to support its students.