LATE S.V S.F HADA HIGHER SEC SCHOOL

LATE S.V S.F HADA HIGHER SEC SCHOOL was established in 1980 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in DAHOD block of DOHAD district of Gujrat. The school consists of Grades from 9 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. Gujarati 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 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 24 boys toilet and it is functional. and 10 girls toilet and it is functional. The school has no playground. The school has a library and has 3546 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Late S.V. S.F. Hada Higher Secondary School: A Detailed Overview

Late S.V. S.F. Hada Higher Secondary School, established in 1980, is a private aided co-educational institution located in a rural area of Dahod district, Gujarat. The school caters to students from classes 9 to 12, offering secondary and higher secondary education under the State Board curriculum. Instruction is primarily conducted in Gujarati. The school’s infrastructure, while functional, presents a mixed picture of resources and needs.

The school occupies a rented building, featuring a robust pucca boundary wall and a reliable electricity connection. While the absence of a playground might limit extracurricular activities, the school boasts a well-stocked library containing 3,546 books, suggesting a commitment to academic enrichment. Hand pumps provide the school with drinking water, ensuring access to this essential resource.

Sanitary facilities are available, with 24 functional boys’ toilets and 10 functional girls’ toilets. Accessibility features include ramps for disabled students, reflecting a commitment to inclusivity. Interestingly, while computer-aided learning is utilized, the school currently lacks dedicated computers for teaching and learning.

The school’s faculty comprises 12 male teachers and 4 female teachers, totaling 16 educators. The absence of pre-primary sections and the non-provision of midday meals are noteworthy aspects of the school’s operational structure.

The school’s location in a rural setting, coupled with its reliance on a rented building, highlights the resource challenges faced by many educational institutions in similar contexts. The availability of adequate sanitation facilities and ramps for disabled students demonstrates an awareness of health and accessibility needs.

The school’s significant library collection underscores its dedication to fostering a reading culture among its students, further promoting academic growth and intellectual curiosity. The utilization of computer-aided learning despite a lack of school-owned computers points to an innovative approach, likely relying on external resources or shared facilities.

The predominantly Gujarati language instruction aligns with the local context, catering effectively to the linguistic needs of the community it serves. The school’s operational model, as a private aided institution, likely involves a combination of private funding and government support.

The absence of a dedicated playground, however, suggests a potential area for improvement and expansion. Providing a safe and stimulating outdoor space could enhance the overall learning environment and contribute positively to the well-being of students.

The fact that the school is not residential allows for a focus on academic delivery, eliminating the logistical complexities associated with on-site accommodation. This approach keeps the focus clearly on education itself.

In conclusion, Late S.V. S.F. Hada Higher Secondary School provides a functional educational setting within its operational context. The school’s dedication to learning is reflected in its library and computer-aided learning approach. While the school faces some resource limitations, its commitment to providing quality education remains evident.