ZPPSKA DHNAGARWADI

ZPPSKA DHNAGARWADI was established in 1993 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 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 Pucca But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 519 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 DHNAGARWADI: A Rural Primary School in Maharashtra, India

ZPPSKA DHNAGARWADI is a government-run primary school located in the rural KANNAD block of AURANGABAD district, Maharashtra, India. Established in 1993 and managed by the local body, this co-educational institution offers education from Class 1 to Class 4. The school’s primary language of instruction is Marathi, reflecting the local linguistic landscape. Accessibility is ensured by an all-weather road leading to the school premises, making it easily accessible for students and staff alike. The academic year commences in April, adhering to the standard academic calendar of the region.

The school’s infrastructure comprises a government-provided building featuring two well-maintained classrooms dedicated to teaching. In addition to the classrooms, there are two rooms allocated for non-teaching activities, and a separate room serves as the head teacher’s office. The school grounds also include a functional playground, providing a vital space for physical activity and recreation. The building is enclosed by a pucca (brick) wall, although it’s noted to be in a state of disrepair. Electricity is available, ensuring a conducive learning environment, and clean drinking water is readily accessible through a functional tap water system. Sanitary facilities are provided via one boys’ toilet and one girls’ toilet, both in working condition.

Further enriching the learning experience, the school boasts a library containing a substantial collection of 519 books, offering students diverse reading materials to complement their classroom studies. Ramps for disabled children are available, ensuring inclusivity and accessibility for all students. The school’s commitment to nutrition is evident in its provision of mid-day meals, prepared and served on the school premises, guaranteeing that students receive adequate nourishment throughout the school day.

Despite the school’s dedication to education, it currently lacks computer-aided learning facilities. The teaching staff consists of two male teachers, highlighting the need for additional staffing. While the school effectively caters to students from Class 1 to Class 4, it does not offer pre-primary education, meaning it doesn’t accommodate students before Class 1. Furthermore, the school building is not used as a shift school, and it is not a residential school.

The school’s location in a rural area underscores its vital role in providing educational opportunities to children in a less developed region. The availability of essential resources such as a library, playground, and sanitary facilities demonstrates a commitment to creating a holistic and supportive learning environment. However, the lack of female teachers and computer-aided learning presents opportunities for improvement and future development.

The management’s dedication to providing a quality education is evident through the infrastructure and resources available. However, there is potential for growth and expansion. Further development of computer-aided learning and the recruitment of additional teachers, especially female teachers, could enhance the educational experience provided to the students at ZPPSKA DHNAGARWADI.

With its strong foundation and committed staff, ZPPSKA DHNAGARWADI serves as a pillar of the community, providing a valuable education to the children of the surrounding rural area. The ongoing efforts to maintain and improve the school’s facilities and resources are commendable and reflect a dedication to nurturing the potential of young learners.

The school’s unique characteristics and commitment to education showcase the diverse landscape of primary education in rural Maharashtra. Its existence reflects the importance of government-supported initiatives to provide access to quality education for all children, irrespective of their geographical location. The school’s successful operation for nearly three decades is a testament to its enduring importance within the local community.

The detailed information provided on ZPPSKA DHNAGARWADI allows for a comprehensive understanding of its functionality, strengths, and areas where future development is required. Through ongoing support and improvements, the school can continue to play a crucial role in the education and development of children in the region.