BUDDHIST INTERNATIONAL SCHOOL

BUDDHIST INTERNATIONAL SCHOOL was established in 2011 and it is managed by the Unrecognised. It is located in Urban area. It is located in URC 1 block of NAGPUR district of Maharashtra. The school consists of Grades from 1 to 4. 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. 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 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 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 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 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 Provided providing mid-day meal.

Buddhist International School: A Profile of a Primary School in Nagpur

Buddhist International School, established in 2011, is a private, co-educational primary school located in the urban area of Nagpur, Maharashtra. Situated in the URC 1 block, this institution caters to students from Class 1 to Class 4, offering a primary education solely. The school’s management is currently unrecognized.

The school’s infrastructure includes four classrooms, each in good condition, and two additional rooms dedicated to non-teaching activities. A separate room serves as the head teacher’s office. The building itself is of pucca (permanent) construction, enclosed by a pucca boundary wall. Reliable electricity ensures smooth functioning, while tap water provides a clean and accessible drinking water source for students. Toilets – one for boys and one for girls – are available.

Teaching is conducted exclusively in English, facilitated by a team of three female teachers. The school also boasts a pre-primary section with three dedicated pre-primary teachers. Notably, the school does not provide midday meals. A single computer is available for teaching and learning, although a computer-aided learning lab is absent. The school doesn’t currently possess a library or a playground.

The accessibility of Buddhist International School is ensured by its location on an all-weather road. The academic year commences in April, adhering to the standard academic calendar. The school is not residential and does not operate as a shift school. While the school has no ramps for disabled access, it aims to provide quality education to its students.

Further information regarding the school’s specific curriculum, extracurricular activities, and admissions process is not readily available within the provided data. However, its commitment to primary education using English as its medium of instruction positions it as a valuable asset to the community.

While the lack of a library and playground might be perceived as limitations, the school’s focus on providing a functional learning environment with qualified teachers remains central to its operation. The school’s relatively small size contributes to a potentially more intimate learning experience for its students.

The school’s management status as “Unrecognised” indicates a need for potential further development and recognition from relevant educational authorities. This status could potentially impact the school’s access to resources and funding opportunities.

Despite the noted limitations, Buddhist International School plays an important role in providing primary education within the Nagpur community. Its dedication to English-medium instruction, combined with its accessible location and functional facilities, highlights its contribution to local education.

Future improvements might include expanding its facilities, such as incorporating a library, playground, and computer-aided learning lab. Acquiring official recognition could open doors to enhanced resources and improved student opportunities. The school’s progress and continued development deserve attention and support from the community and relevant authorities.

The Buddhist International School’s commitment to providing primary education underscores the importance of accessible and quality education in urban areas. Further investigation into its specific academic programs and overall student outcomes would paint a more comprehensive picture of its educational impact. Its small-scale operation can be a strength, fostering closer teacher-student relationships and potentially more personalized learning experiences.