KAKASAHEB MANE HIGH. RUKADI

KAKASAHEB MANE HIGH. RUKADI was established in 1988 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in HATKALANGLE block of KOLHAPUR district of Maharashtra. The school consists of Grades from 5 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 Rented building. It has got 5 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 4 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 1575 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 Provided and Prepared in School Premises providing mid-day meal.

Kakasaheb Mane High School, Rukadi: A Comprehensive Overview

Kakasaheb Mane High School, located in the rural area of HATKALANGLE block in KOLHAPUR district, Maharashtra, stands as a pivotal institution in the community. Established in 1988, this Pvt. Aided school provides quality education to students from Class 5 to Class 10. Its commitment to learning is evident in its comprehensive facilities and dedicated teaching staff.

The school’s infrastructure includes a rented building equipped with five well-maintained classrooms, ensuring a conducive learning environment for its students. A separate space is allocated for the headmaster/teacher, reflecting the school’s dedication to effective administration and teacher support. The building is secured by a sturdy pucca boundary wall.

The school boasts a well-stocked library containing 1575 books, promoting a culture of reading and research among its students. A functional playground offers a vital space for recreational activities, fostering physical development and teamwork. The school’s commitment to student well-being extends to providing clean drinking water from a tap water source.

The dedicated teaching staff consists of nine male teachers and four female teachers, totaling thirteen educators who strive to impart knowledge and nurture the potential of each student. Instruction is delivered primarily in Marathi, catering to the local linguistic needs. The school follows the State Board curriculum for Class 10 and other boards for higher classes.

Technology integration, though not extensive, is present with three functional computers available for educational purposes. However, the school currently lacks a dedicated computer-aided learning lab. Meals are provided and prepared on the school premises, ensuring that students receive nutritious sustenance to support their learning.

The school’s co-educational environment fosters inclusivity and provides a balanced learning experience for all students. While the school does not offer a pre-primary section, its focus remains on upper primary and secondary education, serving a crucial role within the community.

The availability of four boys’ toilets and one girls’ toilet demonstrates a commitment to providing basic sanitation facilities. The school’s accessibility is further enhanced by its location on an all-weather road, ensuring consistent student attendance regardless of weather conditions. The school operates on an academic calendar commencing in April.

The absence of ramps for disabled children highlights an area for future improvement. This aspect underlines the ongoing need for schools to continuously strive for inclusivity and accessibility for all students, irrespective of their physical capabilities. Future development plans might include addressing this critical need.

In conclusion, Kakasaheb Mane High School, despite its limitations, plays a crucial role in providing quality education to the rural community. Its dedicated staff, well-maintained facilities, and commitment to providing a balanced learning environment make it a valuable asset to the region. Continuous improvement and expansion of facilities, specifically addressing accessibility for students with disabilities, would further enhance its role in shaping future generations.