ZPUPSA KADRABAD

ZPUPSA KADRABAD was established in 1960 and it is managed by the Local body. It is located in Rural area. It is located in AURANGABAD block of AURANGABAD (MAHARASHTRA) district of Maharashtra. The school consists of Grades from 1 to 8. 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 7 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 Partial 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 95 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.

ZPUPSA KADRABAD: A Rural Primary School in Aurangabad, Maharashtra

ZPUPSA KADRABAD, a government-run primary school, stands as a pillar of education in the rural landscape of Aurangabad, Maharashtra. Established in 1960 and managed by the local body, the school plays a vital role in shaping the young minds of its community.

Educational Structure and Curriculum:

ZPUPSA KADRABAD offers a comprehensive primary and upper primary education, encompassing classes 1 through 8. The instruction medium is Marathi, fostering a strong connection to the local language and culture. The school’s co-educational environment ensures equal opportunities for boys and girls, promoting inclusivity and gender equality. While it doesn’t have a pre-primary section, its focus remains on providing a solid foundation for students in the primary and upper primary grades. The school utilizes the “Others” board for class 10 and 10+2 examinations.

Infrastructure and Resources:

The school building, a government-provided structure, comprises seven well-maintained classrooms dedicated to teaching. In addition to classrooms, the school features a library stocked with 95 books, encouraging a love of reading and independent learning. A playground provides a space for physical activity and recreation, contributing to the holistic development of students. The school also boasts ramps for disabled students, ensuring accessibility for all. Two computers are available for educational purposes. Importantly, the school ensures the provision of meals prepared within the school premises. The school benefits from having electricity. The school building has a partial boundary wall.

Staff and Teachers:

The school’s dedicated team comprises a total of seven teachers – four male and three female teachers – who are committed to providing quality education to the students. These teachers work collaboratively to create a nurturing and supportive learning environment. The school’s commitment to student wellbeing is reflected in its provision of separate functional boys’ and girls’ toilets.

Community Engagement and Accessibility:

Located in a rural area, the school serves as a focal point for the community. Its accessibility is enhanced by its all-weather road access. This ensures that students, irrespective of weather conditions, can attend school regularly. The school’s operational year begins in April, aligning with the academic calendar.

Technology and Resources:

While the school presently lacks a computer-aided learning lab, the presence of two functional computers indicates a step towards integrating technology into the curriculum. This suggests a potential for future expansion of technological resources to further enhance the learning experience.

Future Prospects:

ZPUPSA KADRABAD’s dedication to providing quality education in a rural setting is commendable. With its solid foundation and commitment to its students, the school is poised for further growth and development. The availability of resources like a library and playground reflects the school’s dedication to a holistic approach to learning.

In Conclusion:

ZPUPSA KADRABAD stands as a testament to the importance of education in rural communities. The school’s commitment to providing a safe, accessible, and enriching learning environment reflects its vital role in the community’s development and the brighter future of its students. The school’s continuous efforts to improve and adapt to the changing needs of its students and community further solidify its position as a valuable educational institution.