GLOBAL HIGER SEC.PUBLIC SCHOOL WADOD BAZAR

GLOBAL HIGER SEC.PUBLIC SCHOOL WADOD BAZAR was established in 2015 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PHULAMBRI block of AURANGABAD (MAHARASHTRA) district of Maharashtra. The school consists of Grades from 11 to 12. 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 Rented building. It has got 0 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 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 a playground. The school has a library and has 25 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 12 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

GLOBAL HIGHER SECONDARY PUBLIC SCHOOL, WADOD BAZAR: A Detailed Overview

GLOBAL HIGHER SECONDARY PUBLIC SCHOOL, situated in Wadod Bazar, is a co-educational institution established in 2015 under private unaided management. Nestled in a rural area within the Phulambri block of Aurangabad district, Maharashtra, this school caters to students from classes 11 to 12. Instruction is primarily delivered in Marathi, providing a strong foundation in the local language. Accessibility is ensured through an all-weather road, making it convenient for students to attend regardless of weather conditions. The academic year commences in April, aligning with the standard academic calendar.

The school operates from a rented building, equipped with necessary facilities despite its modest size. While lacking dedicated classrooms, it has two additional rooms that support non-teaching activities and a separate space for the head teacher. The absence of a boundary wall doesn’t diminish the school’s commitment to providing quality education. A reliable electricity connection ensures consistent learning, while the presence of a playground and library fosters holistic development. The library, although small, houses a collection of 25 books, contributing to the students’ reading habits.

The school’s infrastructure includes essential amenities, such as one functional boys’ toilet and one functional girls’ toilet. The availability of a playground allows for physical activity and recreation, which complements the academic curriculum. The school’s commitment to providing a supportive learning environment is evident through its provision of 12 functional computers, although it currently lacks a dedicated computer-aided learning lab.

The teaching staff comprises six teachers, with an equal number of male and female educators. This balanced faculty ensures a diverse and inclusive learning experience. The school focuses solely on higher secondary education, offering students a pathway to further education after completing their 12th standard. While the school does not provide mid-day meals, its focus remains on academic excellence and creating a conducive environment for learning.

The lack of a boundary wall is a point that may be improved upon in the future to enhance security and safety. The absence of pre-primary education may limit opportunities for younger children in the community. The school’s reliance on a rented building highlights the need for potential investment in a permanent structure that can better accommodate its educational offerings. The school’s reliance on a limited number of books in its library also presents opportunities for future expansion and improvement.

Despite these minor limitations, GLOBAL HIGHER SECONDARY PUBLIC SCHOOL plays a crucial role in providing access to secondary education in the rural area it serves. Its consistent focus on quality education and the provision of basic amenities makes it a valuable asset to the community. Future development plans may consider addressing the absence of a boundary wall, the expansion of library resources, and the introduction of computer-aided learning to further enhance the learning experience. These improvements will create a more comprehensive and enriching educational environment for students.

The school’s commitment to education is reflected in its dedicated staff and its efforts to provide a supportive learning environment. The provision of basic facilities, despite limitations, showcases a determination to improve learning outcomes for students. The school’s success in providing access to secondary education underscores its importance in the local community. Continued community support and potential investment could further enhance the school’s ability to cater to the needs of its students.

The location of the school in a rural setting highlights its importance in bringing educational opportunities to underserved communities. By offering secondary education, it empowers students to pursue higher education and contribute to their community. The school’s existence is a testament to the importance of access to education and its role in societal development. Its contribution to the community transcends the provision of simply classes; it shapes futures and builds a better tomorrow.