ZPPSSO HIVARI

ZPPSSO HIVARI was established in 1965 and it is managed by the Local body. It is located in Rural area. It is located in SOEGAON 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 Pucca 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 100 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.

ZPPSSO HIVARI: A Rural Primary School in Maharashtra, India

ZPPSSO HIVARI, a government-run primary school, stands as a testament to the commitment to education in rural Maharashtra. Established in 1965, this co-educational institution serves the community of SoEgaon block, Aurangabad district. Its rural location underscores the importance of providing quality education even in remote areas.

The school’s infrastructure, while modest, is functional and supportive of learning. The two classrooms, housed in a pucca (permanent) building, are well-maintained and equipped to cater to the needs of its students. The presence of a library, stocked with 100 books, indicates a commitment to fostering a love for reading and learning beyond the curriculum. A playground ensures that children have opportunities for physical activity and recreation.

Accessibility is a key consideration, and the school demonstrates its commitment to inclusion with ramps for disabled students, ensuring that all children can fully participate in their education. Clean drinking water, provided through hand pumps, is readily available, vital for the health and well-being of the students. Sanitary facilities are adequate, with one boys’ toilet and one girls’ toilet available for use.

The school’s operational details highlight its dedication to providing a holistic learning experience. The medium of instruction is Marathi, reflecting the local linguistic context. Meals are provided and prepared on the school premises, ensuring that students receive proper nutrition throughout the day. Electricity ensures a brighter learning environment, facilitating a wider range of teaching and learning activities.

The teaching staff comprises two male teachers, dedicated to imparting knowledge and shaping young minds. The school focuses on primary education, offering classes from Grade 1 to Grade 5. The school’s management structure falls under the auspices of the local body, ensuring community involvement and accountability.

While the school doesn’t have computer-aided learning facilities, its basic infrastructure provides a stable foundation for education. The availability of resources, like the library and playground, complements the core curriculum, contributing to the overall development of the students.

The school’s long-standing presence in the community speaks to its enduring relevance and contribution to local education. It represents a beacon of hope and opportunity for children in the rural area, giving them a chance to build a brighter future.

ZPPSSO HIVARI exemplifies the core principles of accessible and inclusive education. Its commitment to providing a basic yet functional learning environment underscores the importance of quality education in rural settings. The school’s continued operation, despite its modest resources, showcases the dedication of the teachers and the community they serve.

The school’s location in a rural area, accessibility for disabled students, and provision of a midday meal highlight its commitment to inclusivity and student well-being. The school’s relatively small size allows for individualized attention and close teacher-student interaction. This intimate learning environment is a considerable asset in a rural setting.

In conclusion, ZPPSSO HIVARI serves as an important educational hub in a rural community, delivering essential primary education to its students while striving to create a supportive and inclusive learning environment. Its continued operation stands as a testament to the importance of education in fostering growth and development in underserved communities.