ZPPS TAKALGAVANTANDA

ZPPS Takalgavantanda: A Comprehensive Profile of a Rural Primary School in Maharashtra

ZPPS Takalgavantanda, a government-run primary school in the rural heartland of Maharashtra, stands as a testament to the state's commitment to education. Established in 1989 under the management of the local body, the school serves students from Class 1 to Class 8, offering a co-educational environment. With a focus on Marathi as the primary instruction medium, the school provides a vital educational service to its community.

The school's infrastructure is notable for its three well-maintained classrooms housed within a pucca (permanent) building. The presence of electricity ensures a conducive learning environment, while a functional library, stocked with 100 books, fosters a love for reading. Furthermore, the school boasts ramps for disabled children, ensuring accessibility for all students. A single computer is available for educational use, aiding in the enhancement of the learning experience. The school also provides midday meals, prepared and served on the school premises, addressing the nutritional needs of its students.

The dedicated teaching staff comprises four male and one female teacher, demonstrating a commitment to providing comprehensive education. The school's management operates within the framework of the local body, reflecting community involvement in its governance. The school's location in the Pathri block of Parbhani district ensures accessibility, though further details on exact location remain unavailable.

While the school lacks a pre-primary section and playground, the availability of basic amenities like separate boys' and girls' toilets, and a functional library, speaks to the efforts to make education accessible. The school's curriculum extends up to Class 8, and for those students pursuing higher secondary education (classes 10 and above), the school acts as a stepping stone for further studies elsewhere.

The presence of a pucca boundary wall contributes to the school's safety and security. However, the absence of a drinking water facility remains a key area for improvement, highlighting the need for future investments. The school's commitment to inclusivity is further emphasized by the installation of ramps ensuring easy access for disabled students.

The school's relatively small number of computers underscores the need for increased technological integration to enhance the learning experience. Nevertheless, the available computer serves as a significant resource for students, offering opportunities to engage with technology.

The school's operational details highlight its rural context and the challenges faced in providing quality education in such settings. The commitment of the teaching staff, the community's involvement in governance, and the existence of basic infrastructure and resources highlight the efforts made to provide educational opportunities for the students.

ZPPS Takalgavantanda serves as a vital community resource, offering a foundational education to students in a rural setting. Further investments in infrastructure and resources would undoubtedly enhance the school's capacity to provide even better educational opportunities. This school profile highlights the crucial role rural schools play in providing access to education and the ongoing need for support and improvement.

The school's rural setting necessitates ongoing maintenance and improvements. The need for additional resources like a playground, improved drinking water facilities, and expanded technology integration, will enhance the learning experience and create a more holistic learning environment.

The school's data provides a clear picture of the current state of the educational infrastructure and resources. This information is crucial for policymakers, education professionals, and local communities to understand the existing educational landscape and work towards its improvement. Continued support and development are essential to ensure the continued success of ZPPS Takalgavantanda.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.