KANY V.NIMBODI FATA

KANY V.NIMBODI FATA was established in 1990 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in PATHARDI block of AHMADNAGAR 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 Private building. It has got 4 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 Hand Pumps 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 355 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 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.

KANY V.NIMBODI FATA: A Comprehensive Profile of a Rural Maharashtra School

KANY V.NIMBODI FATA, a private aided upper primary and secondary school (grades 6-10), stands as a testament to educational access in rural Maharashtra. Established in 1990, this co-educational institution serves the community of Pathardi block in Ahmednagar district. Its rural location underscores its vital role in bridging educational disparities.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. Housed in a private pucca building, it boasts four well-maintained classrooms, ensuring adequate space for instruction. The presence of a library stocked with 355 books and a playground highlights the school’s dedication to holistic development, supplementing classroom learning with recreational and enrichment opportunities. Reliable electricity and functional hand pumps provide essential amenities, while the inclusion of ramps for disabled students demonstrates a commitment to inclusivity.

Furthermore, the school’s technological resources are noteworthy. Six functional computers are available for educational purposes, though a dedicated computer-aided learning lab is absent. This suggests a potential area for future development and enhancement of the school’s digital capabilities. The school’s provision of midday meals, prepared and served on-site, addresses crucial nutritional needs and supports student well-being.

The teaching staff comprises nine educators, with six male and three female teachers, all contributing to a balanced learning environment. The school utilizes Marathi as its primary medium of instruction, reflecting the local linguistic landscape and promoting accessibility for students. The school’s adherence to the Others board for classes 10 and 10+2 indicates a flexibility in academic pathways offered to students.

The school’s operational details highlight its established routine. The academic year begins in April, following the standard Maharashtra school calendar. The presence of both boys’ and girls’ toilets ensures adequate sanitation facilities for all students. The school operates as a residential facility, providing a significant advantage to students who might otherwise face considerable travel challenges or lack appropriate home learning environments.

The school’s facilities are further enhanced by its pucca boundary wall, ensuring security and a defined school perimeter. The availability of a functional playground underscores the school’s commitment to incorporating physical activity and recreation into the daily routine. The inclusion of a separate room for the head teacher underscores the significance of administrative support and efficient school management.

KANY V.NIMBODI FATA, despite its humble beginnings, stands as a vital resource for the community. Its continued operation and commitment to providing a sound education speaks volumes about its impact on the lives of countless students.

The school’s strategic location in a rural setting, coupled with its robust infrastructure and dedicated staff, positions it as a key contributor to education in the region. Its ongoing efforts in providing a nurturing and supportive learning environment contribute to the broader development goals of the community.

This detailed analysis highlights the various aspects of KANY V.NIMBODI FATA, showcasing its strengths and areas for potential improvement. The school’s dedication to providing quality education in a challenging environment is truly commendable.

The data presented allows for a comprehensive understanding of the school’s capabilities, challenges, and impact. This information can be utilized to inform educational policy, resource allocation, and community development initiatives.

In conclusion, KANY V.NIMBODI FATA serves as a valuable case study, offering insights into the operational realities and successes of a rural school in Maharashtra. The information presented here can be utilized by researchers, educators, and policymakers to understand the needs and opportunities within similar educational settings.