ABHINANDAN MA AND UCHH MA HIGH SCHOOL

ABHINANDAN MA AND UCHH MA HIGH SCHOOL was established in 2015 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SANJELI block of DOHAD district of Gujrat. The school consists of Grades from 9 to 12. 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. Gujarati 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 0 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 But Broken 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 6 boys toilet and it is functional. and 6 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 15 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Abhinandan Ma And Uchh Ma High School: A Comprehensive Overview

Abhinandan Ma And Uchh Ma High School, a private, co-educational secondary school with higher secondary classes (9-12), stands as a vital educational institution in the rural Sanjeli block of Dohad district, Gujarat. Established in 2015 under private unaided management, the school provides instruction in Gujarati. Its commitment to education is evident in its facilities and resources, despite being located in a rural setting.

The school’s infrastructure includes a pucca, though somewhat broken, boundary wall, ensuring a degree of security. Reliable electricity ensures uninterrupted learning, while a well provides a functional source of drinking water for students and staff. Six boys’ toilets and six girls’ toilets cater to the needs of the student body. A dedicated playground offers a space for recreation and physical activity, contributing to the holistic development of the students.

Importantly, the school is equipped with 15 functional computers, supporting computer-aided learning. This technological integration enhances the educational experience, bridging the gap between traditional methods and modern learning techniques. The school’s dedication to technology is further underscored by its “Yes” designation for computer-aided learning. The absence of a library, however, presents an area for potential improvement.

The teaching staff comprises nine male teachers, dedicated to providing quality instruction. The school follows the CBSE curriculum for both Class 10 and Class 12, aligning with national educational standards. The school operates from a private building, and while there are no specified classrooms, it is noteworthy that it functions as a residential school, providing private accommodation for its students.

The school’s location in a rural area emphasizes its role in providing essential educational opportunities to a community that may otherwise have limited access to quality education. The accessibility of the school is further enhanced by its all-weather road access. This accessibility is crucial for ensuring regular attendance, particularly for students residing in more remote areas.

The school’s commitment to inclusivity is demonstrated by the presence of ramps for disabled children, ensuring equal access to education for all students. The school operates from April, aligning with the typical academic calendar for the region. While the school building is private and might not house classrooms in the traditional sense, its utilization for teaching and residential purposes showcases its adaptability and dedication to its students’ welfare.

The lack of a library and a focus on enhancing infrastructure could improve the learning environment. While the school presently does not provide meals, future initiatives to include such provisions could further enhance the students’ well-being and support their academic pursuits.

The school’s residential nature offers a unique opportunity to provide a more holistic and supportive educational experience for its students. Such features enhance the school’s role within the community, supporting both the academic and personal development of its students. The use of the CBSE curriculum ensures that the students receive a nationally recognized education.

The information available indicates a functional school striving to offer quality education in a rural setting, despite some challenges. This underscores the important role such institutions play in ensuring that educational opportunities are accessible to all. The school’s features, strengths, and areas for improvement collectively paint a picture of a committed educational establishment, focused on preparing students for their future endeavors.