BHAIRAVNATH MAD VID BAUR

BHAIRAVNATH MAD VID BAUR was established in 1997 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MAVAL block of PUNE district of Maharashtra. The school consists of Grades from 8 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 2 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 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 200 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 Provided and Prepared in School Premises providing mid-day meal.

Bhairavnath Mad Vid Baur: A Comprehensive Profile of a Rural Secondary School

Bhairavnath Mad Vid Baur, a private aided co-educational school, stands as a vital educational institution serving the rural community of Maval block in Pune district, Maharashtra. Established in 1997, this secondary school (classes 8-10) plays a crucial role in providing education to the region’s youth. Its commitment to education is evident in its robust infrastructure and dedicated teaching staff.

The school’s infrastructure comprises two well-maintained classrooms designed for effective learning. Beyond the classrooms, a functional library houses a collection of 200 books, fostering a love for reading and providing students with essential resources. A dedicated playground provides a space for recreation and physical activity, contributing to the holistic development of the students. The presence of hand pumps ensures access to clean drinking water, addressing a fundamental need for the students’ well-being. Furthermore, the school benefits from an electricity connection, facilitating various educational and administrative activities.

The teaching staff consists of five dedicated educators – four male teachers and one female teacher – ensuring a balanced approach to instruction. Marathi serves as the medium of instruction, fostering a connection to the local language and culture. The school follows the State Board curriculum for Class 10, preparing students for future academic pursuits. The school also prepares mid-day meals on its premises, ensuring that students have access to nutritious food throughout their school day.

Technology plays a limited yet impactful role in the school’s operations. One functional computer aids in teaching and learning, albeit without the support of a dedicated computer-aided learning lab. The school’s commitment to providing a conducive learning environment is further underscored by the presence of separate boys’ and girls’ toilets. The school’s location, accessible via an all-weather road, ensures consistent attendance, regardless of weather conditions. Academic sessions commence in April, aligning with the typical academic calendar.

The absence of a boundary wall, pre-primary section, and ramps for disabled children presents opportunities for future improvements. These areas could be addressed to enhance the school’s overall inclusivity and security. Despite these limitations, the school’s dedication to providing quality secondary education in a rural setting is commendable.

The school’s management structure, as a private aided institution, demonstrates a collaborative effort between private entities and government support. This model potentially facilitates enhanced resource allocation and better educational outcomes. While additional details regarding the school’s head teacher and specific contact information remain unavailable, the available data paints a clear picture of Bhairavnath Mad Vid Baur’s contributions to rural education.

The school’s relatively small size, with just two classrooms, allows for personalized attention and smaller class sizes, potentially leading to improved student-teacher interaction and better academic performance. The school’s location in a rural area highlights its critical role in providing educational opportunities to students who might otherwise lack access to quality secondary education.

Bhairavnath Mad Vid Baur’s existence showcases the importance of local educational initiatives in bridging the educational gap in rural communities. The school’s dedication to providing quality education, despite resource limitations, underscores the resilience and commitment of its staff and management. Further investment and support could significantly enhance the school’s capacity to serve its students and contribute to the overall educational development of the Maval region.

This comprehensive overview provides valuable insights into the operations and characteristics of Bhairavnath Mad Vid Baur. The information presented underscores the school’s crucial role in providing essential educational services to the rural community it serves, highlighting both its strengths and areas for potential future development. Further investigation may reveal additional details, but the current data provides a solid foundation for understanding this important educational institution.