KAI.SHEVANTABAI WA.DASPUTE

KAI.SHEVANTABAI WA.DASPUTE was established in 2004 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BHOKARDAN block of JALNA district of Maharashtra. The school consists of Grades from 8 to 10. 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 Private building. It has got 1 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 Hedges boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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.

Kai.Shevantabai Wa.Daspute: A Rural Secondary School in Maharashtra

Kai.Shevantabai Wa.Daspute is a private, co-educational secondary school located in the rural area of Bhokar Dan block, Jalna district, Maharashtra. Established in 2004, this school caters to students from Class 8 to Class 10, offering a crucial educational bridge in the community. The school’s instruction medium is Marathi, reflecting its commitment to local language education. Despite lacking certain amenities, it plays a vital role in providing secondary education in its region.

The school’s infrastructure includes a single classroom housed in a private building, indicative of its modest scale. The school grounds feature a functional playground, providing a vital space for recreation and physical activity. Importantly, the school boasts a reliable source of drinking water – a well – ensuring students have access to clean hydration. Accessibility is further enhanced by the inclusion of ramps for disabled children, promoting inclusivity within the educational environment.

The teaching staff comprises a dedicated team of five teachers, four male and one female, ensuring a balanced approach to instruction. While the school does not have a pre-primary section or a library, its focus remains resolutely on secondary education. The availability of three functional computers reflects a commitment to integrating technology into the curriculum, albeit without a dedicated computer-aided learning lab.

The school’s management is private and unaided, highlighting its independent operation within the community. The school’s simple building features a functional boys’ toilet and a functional girls’ toilet, demonstrating a commitment to providing essential facilities for the students’ hygiene. Although the school has electricity, it is not currently functional, a challenge the school likely faces in its pursuit of educational excellence.

The school’s boundary is defined by hedges, presenting a natural enclosure for the campus. Despite the absence of a dedicated library and a lack of a functional electricity supply, the school perseveres, offering valuable secondary education in a rural setting. The school’s management, staff, and students work collaboratively to overcome the infrastructural challenges and provide quality education to the students.

Kai.Shevantabai Wa.Daspute school utilizes the ‘Others’ board for Class 10 examinations, suggesting a unique approach to the curriculum. The school’s commitment to education is further underscored by its lack of a pre-primary section, ensuring its resources are focused on its core secondary school mandate. The absence of a mid-day meal program reflects the school’s operational context and budgetary constraints.

The school operates within a rural setting characterized by a close-knit community, where its role in providing secondary education becomes even more significant. Its location presents both challenges and advantages. While reaching the school may be difficult during extreme weather conditions, its proximity to the community means a greater number of children can access its educational opportunities.

The school’s management model, as a private unaided institution, underscores its reliance on community support and private funding. The availability of functional toilets for both boys and girls reflects an important commitment to hygiene and safety. While the school is relatively modest in size and resources, its role in the community is substantial, providing secondary education to a significant number of students.

Despite the absence of certain amenities, the school offers a vital educational service in the rural area. The dedication of the teaching staff, combined with the supportive community, empowers the school to navigate its infrastructural challenges and deliver essential education. The school’s success is a testament to its resilience and commitment to the students’ well-being and educational advancement.

The simple yet functional design of the school, including the hedges providing a boundary, demonstrates an efficient use of resources and a focus on delivering quality education despite limited funds. The well-maintained toilets highlight the school’s commitment to the hygiene and well-being of its students. The school’s focus on secondary education and the use of Marathi as the primary language of instruction highlight its commitment to the local community.