ZPPUPSKA HASANKHEDA

ZPPUPSKA HASANKHEDA was established in 1953 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 5 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 None 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 250 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

ZPPUPSKA HASANKHEDA: A Comprehensive Profile of a Rural Primary School

ZPPUPSKA HASANKHEDA, a government-run primary school (grades 1-5), stands as a vital educational institution in the rural landscape of Aurangabad district, Maharashtra. Established in 1953 and managed by the local body, the school plays a crucial role in providing education to the children of the surrounding community. Its location in the Kannad block ensures accessibility for students within the region.

The school’s infrastructure comprises five well-maintained classrooms, providing ample space for learning activities. While lacking a boundary wall, the school boasts electricity, a functional playground, and a library stocked with 250 books – valuable resources supporting holistic student development. The presence of ramps caters to the accessibility needs of students with disabilities, demonstrating a commitment to inclusivity. The school also features one boys’ toilet and one girls’ toilet, ensuring basic sanitation facilities for students.

ZPPUPSKA HASANKHEDA employs a dedicated team of three teachers – two male and one female – ensuring a balanced teaching environment. Marathi serves as the primary medium of instruction, catering to the local language needs of the students. The school offers mid-day meals prepared on-site, addressing the nutritional needs of its pupils and ensuring their well-being. The school also possesses two functional computers, although computer-aided learning is not currently implemented.

The school’s operational structure reflects a commitment to providing a balanced and accessible education. Being co-educational, it welcomes both boys and girls. The absence of a pre-primary section focuses its resources on the primary grades. The school’s rural location highlights its role in providing essential education to children in underserved areas, where access to quality schooling might otherwise be limited.

The school’s commitment to accessibility extends beyond physical infrastructure. The presence of ramps for disabled children demonstrates a conscious effort to ensure inclusivity and equal access to education for all students, regardless of their physical abilities. The provision of mid-day meals is another crucial element that supports student attendance and well-being, acknowledging that hunger can be a barrier to learning.

The school’s library, with its collection of 250 books, is a valuable asset, fostering a love for reading and providing students with access to information beyond the classroom. This resource underscores the school’s broader goal of holistic development, nurturing not only academic skills but also intellectual curiosity. The readily available electricity connection ensures consistent access to lighting and potentially other technological resources.

While the school currently lacks computer-aided learning facilities, the presence of two computers signifies potential for future technological integration and enhancement of the educational experience. The availability of these resources points towards future growth and development, allowing for potential expansion of technological resources in the future.

The school’s classification as “Primary only (1-5)” clearly defines its educational scope, focusing its efforts on providing a strong foundation for students in the initial years of their schooling. This allows for focused attention on fundamental learning and skill development in those critical early grades.

The school’s management by the local body highlights its connection to the community, ensuring responsiveness to local needs and priorities. This structure fosters a strong relationship between the school and the community it serves, allowing for more effective resource allocation and improved accountability.

In conclusion, ZPPUPSKA HASANKHEDA serves as a vital educational hub for the rural community it serves. Its dedication to providing a well-rounded education, coupled with its commitment to accessibility and inclusivity, showcases a model for effective primary education in rural settings. The school’s existing infrastructure and dedicated staff create a solid foundation for future development and growth, ensuring that the children of the community receive the education they need to succeed.