ZPPSKA TAKLI AN

ZPPSKA TAKLI AN was established in 1917 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 4 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 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 104 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 TAKLI AN: A Rural Primary School in Maharashtra, India

ZPPSKA TAKLI AN, a government-run primary school, stands as a vital part of the rural landscape in Aurangabad district, Maharashtra, India. Established in 1917, this co-educational institution serves students from Class 1 to Class 4, providing foundational education to the community. Managed by the local body, the school embodies the spirit of community involvement in education.

The school’s infrastructure includes a government-owned building with four well-maintained classrooms, dedicated spaces for non-teaching activities, and a room for the teachers. While it lacks a boundary wall, the school enjoys the benefit of electricity, ensuring a conducive learning environment.

Access to clean drinking water is readily available through a functional tap water system. The school’s commitment to hygiene is further demonstrated by its functional boys’ and girls’ toilets, crucial for the well-being of students. A spacious playground offers students opportunities for recreation and physical activity, promoting holistic development.

The school’s library houses a collection of 104 books, fostering a love of reading and providing valuable learning resources. Ramps for disabled children ensure that the school is accessible to all students, reflecting an inclusive approach to education. Marathi serves as the primary language of instruction, connecting the curriculum to the students’ cultural context.

The school’s teaching staff consists of five dedicated educators – four male teachers and one female teacher – providing a balanced teaching environment. They deliver a curriculum covering essential primary subjects, ensuring students receive a solid foundation in literacy and numeracy. The school provides mid-day meals, prepared on the premises, addressing the nutritional needs of its students.

The school’s rural location reflects its role in providing essential educational services to the community it serves. It plays a crucial role in uplifting the lives of children in this region, offering not only academic learning but also essential amenities and opportunities for growth.

ZPPSKA TAKLI AN, while lacking computer-aided learning facilities, focuses on effective teaching methodologies. The absence of computers underscores the resource constraints that some rural schools face, highlighting the need for continued support to ensure equitable access to educational resources.

Despite its challenges, ZPPSKA TAKLI AN continues to serve as a beacon of hope and learning, reflecting the importance of providing quality education in rural areas. It stands as a testament to the dedication of the teaching staff and the community’s commitment to the education of their children. Further investment in resources would undoubtedly enhance its capabilities even further.

The school’s long history and its continued operation highlight the perseverance and dedication of the educators and community members who ensure that education remains accessible to the children of this rural region. The school’s success lies in its ability to connect with the community it serves, providing a valuable educational foundation for the future.