AHILAYABAI HOLKAR VID KHANDVI

AHILAYABAI HOLKAR VID KHANDVI was established in 1999 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in GEORAI block of BID district of Maharashtra. The school consists of Grades from 5 to 10. 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 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 No Boundary Wall 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 390 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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.

AHILAYABAI HOLKAR VID KHANDVI: A Comprehensive Overview of a Rural Maharashtra School

AHILAYABAI HOLKAR VID KHANDVI, a private aided school located in the rural area of GEORAI block, BID district, Maharashtra, stands as a testament to educational commitment in a rural setting. Established in 1999, this co-educational institution caters to students from classes 5 to 10, offering upper primary and secondary education. The school’s curriculum is primarily taught in Marathi, fostering a strong connection to the local language and culture.

The school’s infrastructure, while modest, is functional. Housed in a rented building, it comprises four classrooms in good condition, ensuring sufficient space for learning. Two boys’ toilets and two girls’ toilets cater to the student’s needs, emphasizing hygiene and sanitation. A functional playground and a library stocked with 390 books provide essential spaces for recreation and independent learning. The availability of hand pumps ensures a reliable source of drinking water for the students.

Technological resources, though limited, are present. Two computers are available for educational purposes, showcasing a commitment to integrating technology into learning. Notably, the school provides and prepares midday meals on its premises, addressing the nutritional needs of the students.

The school’s teaching staff comprises ten male teachers, dedicated to providing quality education. The school operates under the State Board for class 10 and uses “Others” board for 10+2, indicating a diverse academic approach. Importantly, the school lacks a boundary wall, highlighting a potential area for future development and enhanced security. Despite the absence of a computer-aided learning lab and ramps for disabled students, the school’s overall functionality remains commendable.

The school’s location in a rural area speaks to its critical role in providing accessible education to children in underserved communities. The absence of a pre-primary section and the lack of a boundary wall suggest avenues for future expansion and improvement.

The management’s commitment to providing a functional learning environment is evident in the availability of classrooms, toilets, a playground, and a library. The provision of midday meals underscores the school’s dedication to the holistic well-being of its students. The school’s reliance on a rented building highlights the need for potential future investment in permanent infrastructure.

While the school’s resources are not extensive, the availability of basic amenities and a dedicated teaching staff indicates a strong commitment to providing quality education in a rural setting. The school’s focus on Marathi as the medium of instruction fosters a sense of cultural identity and inclusivity.

Looking ahead, areas for potential improvement include the construction of a boundary wall for enhanced security, the addition of ramps for accessibility, and the development of a computer-aided learning lab to further enhance the learning experience.

Overall, AHILAYABAI HOLKAR VID KHANDVI serves as a vital educational resource for the rural community it serves. Its dedication to providing education despite resource limitations showcases the commitment of both its staff and management to improving the lives of its students. Future investments in infrastructure and technology would further strengthen its capabilities and provide an even more enriching learning experience. The school’s success lies in its unwavering dedication to education amidst challenging circumstances, making it a valuable asset to the local community.

The school’s location, facilities, and teaching staff all contribute to its role in providing essential education in a rural setting. The information provided highlights both its strengths and areas for potential future development, offering a complete picture of this vital educational institution. The school’s commitment to its students is evident in its provision of midday meals and its dedicated teaching staff. This commitment ensures a positive learning environment for the children.