ANANDI DINKAR KOLI SHIKSHAN PRASARAK SANSTHA DYANAI SECONDARY SCHOOL, DHAMANI

ANANDI DINKAR KOLI SHIKSHAN PRASARAK SANSTHA DYANAI SECONDARY SCHOOL, DHAMANI was established in 2009 and it is managed by the Unrecognised. It is located in Rural area. It is located in PANVEL block of RAIGARH (MAHARASHTRA) 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 Private building. It has got 5 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 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 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Anand Di Dinkar Koli Shikshan Prasarak Sanstha Dyanai Secondary School: A Comprehensive Overview

Anand Di Dinkar Koli Shikshan Prasarak Sanstha Dyanai Secondary School, located in the rural area of Dhamnai, Raigarh district, Maharashtra, stands as a testament to the commitment to education in the region. Established in 2009, this private, co-educational institution serves students from classes 5 through 10. The school’s instruction medium is Marathi, reflecting its strong connection to the local community. With a total of eight teachers – six male and two female – the school provides a student-teacher ratio conducive to personalized learning.

The school’s infrastructure includes five classrooms, all in good condition, ensuring a suitable learning environment. The presence of two boys’ toilets and two girls’ toilets underscores the school’s commitment to providing essential facilities for its students. Furthermore, the school boasts a functional playground, offering a crucial space for recreational activities and physical development.

A key aspect of the school’s resources is the availability of a well as a source of drinking water. This reliable source of potable water ensures the students’ health and well-being. The school also possesses a single computer, a valuable tool in today’s technologically advanced world, for educational purposes. The lack of a computer-aided learning lab suggests potential for future development and enhancement of technological resources.

The school’s management is categorized as ‘Unrecognized’, highlighting a potential area for growth and formal recognition within the education system. Despite this, the school continues to provide essential education to students in a rural setting. The absence of a boundary wall presents a potential security concern that could benefit from attention.

Interestingly, the school operates without a library, indicating a possible area of improvement for expanding access to reading materials and enhancing learning opportunities. The availability of electricity within the school premises ensures a consistent supply of power for essential operations. The school’s dedication to education is evident, even in the absence of certain amenities commonly found in other institutions.

The lack of pre-primary sections and the ‘N/A’ designation for class 10 and 10+2 boards suggest a focused approach to secondary education. The school does not offer midday meals, but this aspect is deemed ‘Not Applicable’ within the context of its operations. The school’s location, accessibility via all-weather roads, and April start date for the academic session are further defining characteristics.

The absence of ramps for disabled children points to an area where future improvements could enhance inclusivity and accessibility. The building itself is described as being in private ownership and not utilized as a shift school, which is a noteworthy aspect of the school’s operational structure. The school’s status as non-residential further clarifies its operational model and student capacity.

In conclusion, Anand Di Dinkar Koli Shikshan Prasarak Sanstha Dyanai Secondary School serves a vital role in providing education within its community, despite operating within limitations. Its focus on secondary education, within a rural context, demonstrates a dedication to educating students within their local community. The information provided offers a realistic view of the school’s strengths and areas where potential improvements could be made.

Future development might focus on securing formal recognition, expanding infrastructure to include a library and computer lab, improving security with a boundary wall, and enhancing inclusivity by providing necessary ramps for disabled students. These enhancements could further elevate the quality of education and overall learning experience for the students. The school’s commitment to education, despite its challenges, deserves recognition and support.