ZPPUPSKA TAKARAMTANDA

ZPPUPSKA TAKARAMTANDA 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 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 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 52 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.

ZPPUPSKA TAKARAMTANDA: A Rural Primary School in Maharashtra

ZPPUPSKA TAKARAMTANDA, a government-run primary school located in the rural KANNAD block of AURANGABAD district, Maharashtra, provides education to students from Class 1 to Class 5. Established in 1993 under the management of the local body, this co-educational institution offers a crucial learning environment for the community.

The school’s infrastructure includes two well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities and a dedicated space for the teachers. While it lacks a boundary wall, the school benefits from a reliable electricity supply and readily available tap water for drinking purposes. Sanitary facilities are provided with one boys’ toilet and one girls’ toilet, ensuring a basic level of hygiene.

Further enhancing the learning experience, ZPPUPSKA TAKARAMTANDA boasts a functional library containing 52 books and a designated playground, promoting both academic pursuits and physical activity. Ramps for disabled access are available, reflecting a commitment to inclusivity. The school’s curriculum is delivered in Marathi, catering to the local linguistic needs. Meals are provided and prepared on the school premises, ensuring students receive proper nutrition.

The school’s educational approach is primarily focused on primary education (Classes 1-5) and utilizes a traditional teaching method. The school employs two male teachers, dedicated to providing quality instruction to the students. While the school doesn’t have a pre-primary section or computer-aided learning facilities, its commitment to providing a basic education is evident.

The management of ZPPUPSKA TAKARAMTANDA continually strives to improve the school’s facilities and educational offerings. The availability of a library and playground highlights the school’s dedication to a holistic approach to education, fostering both intellectual and physical development.

ZPPUPSKA TAKARAMTANDA plays a significant role in the local community, providing access to primary education for children in the rural area. Its focus on providing a foundational education, along with basic amenities like a library and playground, ensures that the children have access to a supportive and stimulating learning environment.

The school’s commitment to providing meals directly on the school premises ensures the nutritional well-being of its students. This additional support beyond basic education underscores the dedication to nurturing the students’ overall growth and development.

The school’s location in a rural setting highlights its vital role in bringing educational opportunities to children who might otherwise have limited access to learning resources. Its existence underscores the importance of community involvement and government initiatives in expanding educational access across diverse regions.

The management structure, overseen by the local body, demonstrates a collaborative approach between community governance and educational administration. This partnership is vital in ensuring the ongoing operational efficiency and development of ZPPUPSKA TAKARAMTANDA.

In conclusion, ZPPUPSKA TAKARAMTANDA serves as a vital pillar in providing fundamental primary education to the rural community. Despite its limited resources, its commitment to education and student well-being makes it a valuable asset to the region. Future developments and improvements will undoubtedly further enhance the learning experience offered at this important institution.