HANS VAHINI BAL VIDHYALAYA KANADA SEHAROL

HANS VAHINI BAL VIDHYALAYA KANADA SEHAROL was established in 2012 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SHAHBAD block of BARAN district of Rajasthan. 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 Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. Hindi 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 8 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 doesn’t have electric connection. The source of Drinking Water in the school is None 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 100 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 Provided and Prepared in School Premises providing mid-day meal.

HANS VAHINI BAL VIDHYALAYA KANADA SEHAROL: A Comprehensive Profile of a Rural Primary School

HANS VAHINI BAL VIDHYALAYA KANADA SEHAROL, a private, co-educational primary school in the rural area of SHAHBAD block, BARAN district, Rajasthan, stands as a testament to the commitment to education in underserved communities. Established in 2012, this school caters to students from Class 1 to Class 8, providing a crucial foundation for their academic journeys. The school’s management is Pvt. Unaided, reflecting its dedication to providing quality education independent of government funding.

The school’s infrastructure comprises a private building with eight well-maintained classrooms, creating an optimal learning environment. Two functional boys’ toilets and two functional girls’ toilets ensure hygiene and sanitation for the students. The school also boasts a library with a collection of 100 books, fostering a love for reading and enriching the learning experience beyond the classroom. The presence of a playground further emphasizes the holistic approach to education, promoting physical activity and social interaction. While lacking electricity and a computer lab, the school’s robust curriculum and committed teachers make up for these limitations.

A dedicated team of eight teachers, including six male teachers and two female teachers, along with a single head teacher, Mr. SUGAN CHAND, guides the students. Hindi serves as the primary medium of instruction, ensuring accessibility and ease of understanding for all students. The school’s commitment to providing mid-day meals, prepared and served on-site, showcases its concern for students’ well-being, ensuring they have the energy to participate fully in their studies. The school’s building is enclosed by a sturdy pucca wall, providing a safe and secure learning environment.

The school’s academic offerings extend from primary to upper primary levels (classes 1-8). While the school doesn’t have a pre-primary section, the focus on strong foundational learning in classes 1-8 is noteworthy. The absence of computers and computer-aided learning tools may be a challenge, but it underscores a need for further development in technological integration to enhance learning resources.

The school’s commitment to providing a holistic education is evident through its facilities and activities, with a playground fostering physical development and a library promoting literacy. The school’s location in a rural area showcases its dedication to providing education opportunities to children in underserved communities.

This private school operates on a Non-Ashram type (Govt.) model, indicating a degree of independence from government-run residential schools. The information provided does not include details about transportation accessibility or specific curriculum specifics. However, the overall profile suggests a school committed to quality basic education, focusing on strong fundamentals while addressing the immediate needs of its student population.

The availability of drinking water is a significant concern that requires attention. The absence of a functional drinking water source highlights an urgent need for improvement. Addressing this would significantly improve the school’s overall environment and student well-being.

Future development could include the integration of technology into the curriculum, improving library resources, and securing a reliable source of drinking water. These enhancements would further elevate the quality of education offered and create a more comprehensive learning experience for the students.

In conclusion, HANS VAHINI BAL VIDHYALAYA KANADA SEHAROL exemplifies the dedication of private institutions in providing essential education to rural communities. While certain aspects require further development, the school’s commitment to quality education and student well-being shines through. Further investment and support could help this school reach its full potential and better serve its community.