ZPPSKA KALEVASTI

ZPPSKA KALEVASTI 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 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well 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 58 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 KALEVASTI: A Rural Primary School in Maharashtra

ZPPSKA KALEVASTI is a primary school located in the rural area of KANNAD block, AURANGABAD district, Maharashtra. Established in 2002, this co-educational institution is managed by the local body and offers education from Class 1 to Class 4, making it a vital part of the community. The school’s commitment to providing quality education is evident in its existing infrastructure and resources.

Infrastructure and Facilities:

The school boasts a government-provided building equipped with two well-maintained classrooms dedicated to instruction. While it lacks a boundary wall, it does have access to electricity, ensuring a functional learning environment. The school prioritizes student well-being with a functional playground and a library containing 58 books, fostering both physical activity and a love for reading. A well provides clean drinking water, addressing a crucial need for students’ health. Importantly, ramps for disabled children ensure accessibility to the classrooms. The school also provides meals, prepared and served on the school premises.

Teaching and Learning:

Marathi serves as the primary language of instruction. The school has two female teachers dedicated to educating its students. While the school doesn’t have computers or a computer-aided learning lab, its focus remains firmly on providing a foundational education. The absence of pre-primary sections means the school concentrates its resources on delivering a high-quality primary education.

Community Impact:

The school plays a critical role in the community, providing not only education but also essential resources like meals and a safe learning environment. Its location in a rural setting underscores its importance in bridging the educational gap and empowering the next generation. The school’s management by the local body reflects a commitment to community involvement and engagement.

Accessibility and Support:

The school’s accessible location, reachable by all-weather roads, ensures that students can attend regularly, regardless of weather conditions. The availability of separate boys’ and girls’ toilets further enhances the inclusivity and comfort of the school environment. The school’s commitment to accessibility is further demonstrated by the provision of ramps, catering to the needs of disabled children.

Future Aspirations:

While the school currently lacks certain resources like computers and a computer-aided learning lab, its commitment to providing a strong foundation in basic education remains evident. The school’s dedication to providing a safe, supportive, and accessible learning environment is crucial for the development of its students.

Conclusion:

ZPPSKA KALEVASTI serves as a vital educational hub in its rural community. Its focus on providing quality primary education, combined with its commitment to accessibility and inclusivity, makes it an essential asset to the region. With its dedicated teachers and functional facilities, the school continues to strive for excellence in providing education to the children of KANNAD. Future development and resource expansion could further enhance the educational experience.

Keywords: ZPPSKA KALEVASTI, Primary School, Maharashtra, Rural Education, Co-educational, Marathi, Library, Playground, Accessibility, Local Body Management, Education in India.