AADHAR MATIMAND NIVASI VIDH.KHANDALA

AADHAR MATIMAND NIVASI VIDH.KHANDALA was established in 2005 and it is managed by the Unrecognised. It is located in Rural area. It is located in KHANDALA block of SATARA district of Maharashtra. The school consists of Grades from 1 to 1. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 Rented building. It has got 4 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 Well 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 no library and has 0 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 Not Applicable providing mid-day meal.

Aadhar Matimand Nivasi Vidh.Khandala: A Rural Primary School in Maharashtra

Aadhar Matimand Nivasi Vidh.Khandala is a primary school located in the rural KHANDALA block of SATARA district, Maharashtra. Established in 2005, this co-educational institution is managed by an unrecognized body and offers classes from the first grade only. The school’s instruction medium is Marathi, catering to the local linguistic needs of its students.

The school’s infrastructure comprises a rented building with four classrooms, all in good condition. Two functional boys’ toilets and two functional girls’ toilets are available for the students’ use. The school also boasts a playground, providing a vital space for physical activity and recreation. A key feature is the reliable access to drinking water via a well, ensuring students remain hydrated throughout the school day. Furthermore, the school’s pucca boundary wall and electricity connection provide a secure and well-equipped learning environment. Ramps for disabled children are present, demonstrating a commitment to inclusivity.

The teaching staff consists of five teachers, including four male teachers and one female teacher. These educators provide instruction in the Marathi language, supporting the community’s linguistic preference. The school’s operational structure is noteworthy; it functions as a residential school, privately managed and not operating as a shift school. The school follows an academic session commencing in April.

The school’s commitment to providing a safe and functional environment is reflected in its well-maintained facilities. The presence of a playground allows for physical activity, contributing to the holistic development of the students. While the school does not have a library at this time, the accessible drinking water and well-maintained sanitary facilities contribute to a healthy and comfortable learning environment.

The school’s rural location underscores its significance in providing essential educational opportunities to children in a less-accessible region. The provision of ramps for disabled children exemplifies an inclusive approach to education.

The management structure, being unrecognized, presents an area for potential future development. Securing recognized status could open up avenues for increased funding and resource allocation, enhancing the school’s capacity to serve its students effectively.

Despite not having a computer-aided learning lab or computers for teaching purposes, the school’s core function of providing basic primary education remains steadfast. The focus on providing a safe, functional, and accessible environment makes a significant contribution to the educational development of the region.

The school’s operation as a residential school adds another dimension to its services. This aspect likely plays a significant role in facilitating access to education for students who might otherwise face significant logistical challenges in attending school.

The school’s commitment to its students is evident in its existing infrastructure and resources. The presence of functional toilets, a well-maintained playground, and drinking water facilities reflects a commitment to providing a conducive learning environment.

In summary, Aadhar Matimand Nivasi Vidh.Khandala, while operating within limitations, provides a vital educational service to the rural community it serves. The school’s dedication to providing a safe and accessible learning environment, coupled with its residential aspect, emphasizes its significant role in the educational landscape of Maharashtra. Future growth and development could benefit from the school achieving recognized status, potentially leading to increased resources and opportunities for its students.