G. SWAMI VIVEKANAND MODLE SCHOOL KADYABAN

G. SWAMI VIVEKANAND MODLE SCHOOL KADYABAN was established in 2014 and it is managed by the Department of Education. It is located in Rural area. It is located in CHHABRA block of BARAN district of Rajasthan. The school consists of Grades from 6 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 Rent Free Building building. It has got 6 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

G. Swami Vivekanand Model School, Kadyaban: A Comprehensive Overview

G. Swami Vivekanand Model School, located in the rural Kadyaban village of Baran district, Rajasthan, is a co-educational institution offering education from classes 6 to 12. Established in 2014 under the Department of Education, the school operates from a rent-free building and plays a vital role in the community’s educational landscape.

The school’s infrastructure comprises six classrooms in good condition, along with additional rooms for administrative and non-teaching purposes. A dedicated room serves as the headmaster’s office. While the school boasts a pucca boundary wall, it currently lacks electricity and a playground. The absence of a library and computer-aided learning facilities highlights areas requiring attention and investment. The school also lacks a dedicated drinking water source, further underscoring the need for infrastructural improvements.

Despite these infrastructural limitations, the school’s academic offerings are noteworthy. The instruction medium is English, facilitating a wider range of learning opportunities for students. The school follows the CBSE curriculum for class 10 and the State Board curriculum for class 12, providing students with diverse pathways for higher education.

A dedicated teaching staff of 13 male teachers provides instruction across the various grades. The head teacher, Rameshawer, leads the school’s academic and administrative functions. The school’s management actively strives to provide quality education within its resource constraints.

The school’s commitment to accessibility is evident in its provision of separate boys’ and girls’ toilets, ensuring a safe and hygienic environment. However, the absence of ramps necessitates further development to ensure inclusivity for students with disabilities.

The school’s location in a rural area underscores its importance in bridging the educational gap. Its accessibility via an all-weather road ensures that students can attend classes regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

Currently, the school does not provide mid-day meals, a crucial aspect of student well-being that deserves consideration for future development. Addressing this alongside the need for electricity, a library, playground, and a reliable drinking water source would significantly enhance the educational experience for the students.

The school’s dedication to providing quality education is commendable, especially considering the resource constraints. The ongoing efforts of the teachers and administration to maintain a positive learning environment are evident.

Continuous improvement and expansion are crucial to elevate the school to its full potential. Securing funding for infrastructural upgrades, particularly the provision of electricity, a library, and improved sanitation, would significantly enhance the learning environment. The addition of a computer lab would also bridge the digital divide and equip students with valuable technological skills.

Investing in the school’s development is a strategic move to foster educational excellence in the rural community and empower the next generation of students. Improving the facilities and resources available at G. Swami Vivekanand Model School, Kadyaban, would significantly benefit not only the students but also the broader community.

The future growth of the school hinges on collaborative efforts between the school’s administration, local government agencies, and community members. Through collective action, it is possible to overcome the current challenges and create a thriving learning environment that equips students with the knowledge and skills necessary to succeed.