CENTER POINT VIDH.BHADER

CENTER POINT VIDH.BHADER was established in 2007 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DHARI block of AMRELI 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 N/A in nature and is not using school building as a shift-school. Gujarati 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 Rented building. It has got 10 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 345 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Center Point Vidh. Bhader: A Comprehensive Profile of a Rural Gujarat School

Center Point Vidh. Bhader, a primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Dhari block, Amreli district, Gujarat. Established in 2007, this privately unaided co-educational school serves the community with a dedicated team of seven teachers, including five male and two female educators, under the leadership of Head Teacher Kikani K.S.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. Housed in a rented building, it boasts ten well-maintained classrooms, complemented by a functional library containing 345 books, and a spacious playground. The school’s robust facilities extend to include reliable electricity, a pucca boundary wall, and a computer-aided learning lab equipped with ten computers. Clean drinking water is readily available through a tap water system, and separate boys’ and girls’ toilets ensure hygiene and sanitation. Ramps for disabled access further demonstrate the school’s inclusivity.

Instruction at Center Point Vidh. Bhader is primarily conducted in Gujarati, catering to the local linguistic needs of the student population. The school follows an academic calendar starting in April, ensuring alignment with the regional educational system. The school’s commitment to modern educational practices is evident in its utilization of computers for teaching and learning. However, the school currently does not provide mid-day meals.

The school’s management operates under a private, unaided structure, reflecting a commitment to community-driven education. Its location in a rural area underlines its crucial role in bridging the educational gap and providing access to quality education for children in underserved communities.

The school’s management emphasizes maintaining a safe and supportive learning environment. This includes the provision of well-maintained facilities and a commitment to inclusive practices, as demonstrated by the provision of ramps.

The school’s focus on a well-rounded education is apparent, with a library and a playground contributing to a holistic development approach. The computer-aided learning lab represents the institution’s dedication to integrating modern technology into the curriculum.

Center Point Vidh. Bhader operates under the “Others” board for classes 10 and 10+2, indicating a potential affiliation with a non-conventional examination board. This might provide students with alternative academic pathways.

The school’s establishment in 2007 reflects its history of service to the community. The consistent management and dedication to education are evident in the ongoing provision of facilities and teaching staff.

The school’s operational details highlight its structure and function within the local educational system. The private unaided model signifies its reliance on independent funding and community support.

In conclusion, Center Point Vidh. Bhader presents a compelling case study of a rural school committed to providing quality education despite operating in a resource-constrained environment. Its robust infrastructure, dedicated teachers, and incorporation of modern technologies like computer-aided learning showcase its dedication to providing a better future for its students.