AHMED ESACK DAWOODJEE ENGLISH MEDIUM SCHOOL

AHMED ESACK DAWOODJEE ENGLISH MEDIUM SCHOOL was established in 2007 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MANGROL block of SURAT district of Gujrat. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. English 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 8 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 Tap Water 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 no 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 21 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Ahmed Esack Dawoodjee English Medium School: A Comprehensive Overview

Ahmed Esack Dawoodjee English Medium School, a private, co-educational institution located in the rural area of MANGROL block, SURAT district, Gujarat, India, opened its doors in 2007. Operating under private unaided management, the school provides primary and upper primary education from Class 1 to Class 8, with English as its medium of instruction. The school’s academic year begins in April.

The school building is privately owned and comprises eight well-maintained classrooms dedicated to teaching. Two additional rooms cater to non-teaching activities, and a separate room is designated for the head teacher. Electricity is readily available, and the school’s water supply is provided by a functional tap water system. Six boys’ toilets and six girls’ toilets are functional within the school’s premises. A pucca (permanent) but partially broken boundary wall surrounds the school.

Despite having twenty-one functional computers and a computer-aided learning lab, the school currently lacks a library and playground. The school’s infrastructure does not currently include ramps to cater to students with disabilities. The school is a residential school, operating as a Non-Ashram type (Govt.) institution.

The dedicated teaching staff consists of nine female teachers and one head teacher, Nagamani Pilla. The school is easily accessible by road, regardless of weather conditions. The school’s commitment to education is evident in its facilities and the efforts of its staff, though there’s room for expansion.

The absence of a library highlights a potential area for improvement, as access to books is crucial for enhancing learning experiences. Similarly, the lack of a playground limits opportunities for physical activity and social interaction. While the school has twenty-one computers, a library would provide balance and enhanced learning opportunities.

Future development could include constructing a library, developing a playground, and repairing the existing boundary wall. These additions would significantly enhance the school’s overall appeal and create a more comprehensive and enriching learning environment for its students.

The school’s success in providing quality education despite limitations showcases its dedication. The presence of a computer lab in a rural setting suggests a forward-thinking approach to technology integration in education.

Further enhancements could focus on adding more amenities, such as updated facilities for students with disabilities. Incorporating a well-stocked library and a safe playground would add considerably to the educational experience and overall student well-being.

The school’s focus on English-medium instruction positions it strategically for students seeking higher education opportunities. The rural setting provides a unique learning environment, which, when combined with the school’s resources, creates a distinct learning experience.

Ahmed Esack Dawoodjee English Medium School stands as a testament to the commitment to providing quality education in a rural setting. With continued development and expansion of its facilities, the school is poised to further contribute to the educational progress of its students and the community.