A.SAMRAT HIGHSCH LAKKADKOT

A.SAMRAT HIGHSCH LAKKADKOT was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in RAJURA block of CHANDRAPUR district of Maharashtra. The school consists of Grades from 8 to 12. 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 Private building. It has got 1 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 Hedges boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 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 262 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

A.SAMRAT HIGHSCH LAKKADKOT: A Comprehensive Profile of a Rural Maharashtra School

A.SAMRAT HIGHSCH LAKKADKOT, a private, co-educational secondary school in the rural area of RAJURA block, CHANDRAPUR district, Maharashtra, offers a valuable educational service to its community. Established in 2003 under private unaided management, the school provides instruction from Class 8 through Class 12, following the State Board curriculum for both 10th and 12th-grade examinations. The school’s medium of instruction is Marathi, catering to the local linguistic needs.

The school’s infrastructure includes a single classroom, ensuring a focused learning environment. The school building is privately owned and is supplemented by two additional rooms used for non-teaching activities. A dedicated space is available for administrative purposes. The school is securely enclosed by hedges and benefits from a reliable electricity supply. A significant feature is its well-maintained library, boasting a collection of 262 books, encouraging a culture of reading and learning. Furthermore, a functional playground provides space for recreational activities. The provision of hand pumps ensures access to clean drinking water for students and staff. The school demonstrates commitment to accessibility, providing ramps for disabled students. To support modern teaching methods, five computers are available for educational use.

The school’s faculty comprises five teachers, three male and two female, dedicated to providing quality education. Although the school doesn’t provide midday meals, its commitment to student well-being is evidenced by functional boys’ and girls’ toilets, each with two units. The absence of a computer-aided learning lab indicates potential areas for future development.

A.SAMRAT HIGHSCH LAKKADKOT’s location in a rural setting highlights its crucial role in providing secondary and higher secondary education to students who may otherwise lack access to these levels of schooling. Its modest size allows for personalized attention and a close-knit learning community. The school’s reliance on a single classroom underscores the need for potential future expansion to accommodate growing enrollment.

The school’s management is focused on providing accessible quality education within its resource constraints. The presence of a library and playground, along with functional sanitation facilities, indicates a commitment to student welfare beyond academics. The school’s accessible design with ramps for disabled students showcases an inclusive approach to education.

While the school lacks certain amenities found in larger urban schools, its existence is a testament to the dedication of its teachers and administration in providing crucial secondary and higher secondary educational opportunities in a rural setting. The school’s focus on providing a safe and functional learning space is noteworthy, given its resource limitations.

The school’s commitment to the local community is evident in its use of the Marathi language as the medium of instruction, ensuring accessibility for the majority of students. This tailored approach helps create a more inclusive and culturally relevant learning experience. The school’s relatively small size allows for individualized attention, fostering a more personal learning environment.

The availability of computers, while limited, reflects the school’s attempt to integrate technology into the learning process, preparing students for a modern world. The functional library and playground show a commitment to well-rounded education, emphasizing academic success alongside physical and intellectual development.

Despite its relatively modest infrastructure, A.SAMRAT HIGHSCH LAKKADKOT contributes significantly to the educational landscape of the rural RAJURA region. Its focus on basic necessities such as sanitation, drinking water, and a safe learning environment highlights its dedication to providing a functional and inclusive educational space for its students.

The school’s modest size, combined with a dedicated faculty, provides opportunities for personalized attention to students. The use of the local language and the focus on accessibility, including ramps for disabled students, demonstrate a strong commitment to creating a welcoming and supportive environment for all students, regardless of their individual needs or backgrounds.

Looking forward, opportunities for expansion and infrastructural development could further enhance A.SAMRAT HIGHSCH LAKKADKOT’s capacity to serve the local community. The addition of a computer-aided learning lab and expansion of the library collection could significantly benefit students, helping to bridge potential educational gaps and prepare them for higher education and future opportunities.