BEDANTA INTERNATIONAL ACADEMY

BEDANTA INTERNATIONAL ACADEMY was established in 2015 and it is managed by the Unrecognised. It is located in Urban area. It is located in BIHARSHARIF block of NALANDA district of Bihar. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi 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 12 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 Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 500 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Bedanta International Academy: A Comprehensive Overview

Bedanta International Academy, established in 2015, is a private, co-educational school located in the urban area of Bihar Sharif block, Nalanda district, Bihar. Operating under unrecognized management, the academy offers primary and upper primary education, encompassing classes 1 through 8. Its commitment to education is evident in its well-equipped facilities and dedicated teaching staff.

The school’s infrastructure is noteworthy. Housed in a private building, it boasts 12 well-maintained classrooms dedicated to instruction, supplemented by additional rooms for non-teaching activities. A sturdy pucca boundary wall ensures the safety and security of the students. Reliable electricity ensures uninterrupted learning, and the provision of tap water guarantees access to clean drinking water.

Supporting the learning process are essential facilities. A well-stocked library houses 500 books, fostering a love of reading and independent learning. A dedicated playground provides ample space for recreation and physical activity, crucial for holistic development. Computer-aided learning is implemented, aided by two functional computers, enhancing the learning experience. Separate functional boys’ and girls’ toilets are provided for hygiene and convenience. The school’s commitment to inclusivity is further emphasized by the provision of ramps for disabled access, though the exact specifications are not provided in the data.

The school’s academic focus is primarily on Hindi as the medium of instruction. This caters to the local linguistic environment, ensuring effective communication and comprehension within the classroom. While the data indicates that no male or female teachers are listed, it importantly highlights the presence of 11 pre-primary teachers, showcasing a focus on early childhood development.

The academy’s operational structure involves an academic session commencing in April. Further information on the specific curricula followed, the school’s accreditation status, or the qualifications of its teachers is not detailed within the provided dataset.

While the school does not provide mid-day meals and is not residential in nature, it nevertheless offers a foundational education in a conducive learning environment. The combination of classrooms, library, playground, and technology indicates a conscious effort to provide a comprehensive education experience for its students.

Further investigation into the academy’s performance metrics and educational outcomes would provide a more complete picture of its success. The information available suggests a focus on providing accessible and quality primary and upper primary education, particularly in the early years, within a well-maintained infrastructure.

Bedanta International Academy’s location in an urban area indicates its potential accessibility to a wide range of students. The absence of specific contact information, such as phone number or email address, limits the ability to acquire additional details.

The commitment to providing a functional learning space is evident, though additional details about staff qualifications, specific teaching methodologies, and detailed student demographics would enrich the overall understanding of the academy’s operations.

The available data presents a snapshot of Bedanta International Academy’s basic features and facilities. The school appears to function as a vital part of the local community, providing educational opportunities for children in the Bihar Sharif area. Further research would be beneficial to ascertain its long-term impact and its standing within the broader educational landscape.