ZPUPSSI BORGAON KASARI

ZPUPSSI BORGAON KASARI was established in 1959 and it is managed by the Local body. It is located in Rural area. It is located in SILLOD block of AURANGABAD (MAHARASHTRA) district of Maharashtra. The school consists of Grades from 1 to 7. 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 Pucca 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 2 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 185 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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.

ZPUPSSI Borgaon Kasari: A Comprehensive Profile of a Rural Primary School

ZPUPSSI Borgaon Kasari, a primary school located in the rural area of SILLOD block, AURANGABAD district, Maharashtra, India, stands as a testament to the commitment to education in underserved communities. Established in 1959 and managed by the local body, this co-educational institution provides crucial primary and upper primary education (classes 1-7) to the children of the region. The school’s dedicated team of nine teachers, including seven male and two female educators, work diligently to shape young minds. The head teacher, Salve Pandurang Vittal, leads the school with a strong focus on academic excellence.

The school building, a government-provided structure, houses seven well-maintained classrooms designed for effective learning. A functional library, stocked with 185 books, fosters a love for reading and expands students’ knowledge beyond the curriculum. The school also boasts a playground, providing a vital space for recreation and physical activity, promoting holistic development.

The school’s commitment to providing a safe and conducive learning environment is evident in its infrastructure. A sturdy pucca boundary wall ensures security, while the availability of tap water addresses the critical need for clean drinking water. The school also provides essential sanitation facilities with two boys’ toilets and one girls’ toilet. Accessibility is ensured through ramps for disabled children, facilitating inclusive education.

Technology plays a role in enhancing the learning experience, with the school possessing one functional computer. While not yet equipped with a computer-aided learning lab, this existing resource demonstrates a commitment to incorporating technology into teaching. The school’s commitment to student well-being is further strengthened by its provision of mid-day meals, prepared on-site, ensuring students receive adequate nourishment to support their studies.

Marathi serves as the medium of instruction, connecting education to the local culture and language. The school’s curriculum follows the guidelines set for primary and upper-primary education, preparing students for future academic pursuits. While the school does not offer pre-primary education, it plays a vital role in the community’s educational landscape by catering to students from class 1 to 7.

The school’s location in a rural setting underscores its crucial role in bridging the educational gap. It works tirelessly to improve the academic standards and provide equal opportunities to the students. The school stands as a symbol of community engagement and government support for basic education. The strong local body management ensures the ongoing development and upkeep of the school.

The availability of electricity and the all-weather road access enhances the learning experience and overall accessibility. These features demonstrate a commitment to creating a functional and supportive environment for both students and teachers. The positive aspects of the school’s infrastructure and resources collectively contribute to the positive learning environment.

In conclusion, ZPUPSSI Borgaon Kasari, though lacking some advanced facilities, stands as a vital educational resource in its rural community. Its dedicated teachers, supportive infrastructure, and commitment to providing a holistic education contribute significantly to the well-being and future prospects of its students. The school’s focus on a strong foundation in primary education sets its students on a path to success. The continued support and development of this essential institution is crucial for the progress of the community it serves.

The school’s success is a testament to the collaborative effort of the local body, teachers, and the community they serve. Further investment in resources and technology could further enhance the educational opportunities offered. The dedication of ZPUPSSI Borgaon Kasari sets a positive example of rural education in India.