LITTLE FLOWER SSS MAHWA

LITTLE FLOWER SSS MAHWA was established in 1994 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MAHWA block of Dausa district of Rajasthan. The school consists of Grades from 1 to 12. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable 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 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 None 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 no playground. The school has a library and has 1 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Little Flower SSS Mahwa: A Comprehensive Profile of a Rural Rajasthan School

Little Flower SSS Mahwa, a private co-educational school located in the rural area of MAHWA block, Dausa district, Rajasthan, offers a comprehensive education from Class 1 to Class 12. Established in 1994, this institution plays a vital role in the community, providing access to quality education for students in the region.

The school’s infrastructure comprises a private building with five well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities and a dedicated space for the school’s administration. A pucca boundary wall ensures safety and security, while the presence of electricity ensures a conducive learning environment. A functional library, although modest with only one book currently available, underscores the school’s commitment to fostering a love of learning. Accessibility is enhanced by ramps for disabled children, highlighting the school’s dedication to inclusivity. The school’s management is private and unaided.

The school utilizes Hindi as its primary medium of instruction. Its academic structure encompasses primary, upper primary, secondary, and higher secondary levels, catering to a wide range of age groups. The curriculum aligns with the State Board for both Class 10 and Class 12 examinations. A noteworthy feature is the inclusion of a pre-primary section, providing early childhood education for younger children. One pre-primary teacher and twelve male teachers form the dedicated faculty.

The school’s technological resources are limited, with only one computer available for teaching and learning purposes. While computer-aided learning is not currently implemented, the presence of a computer signifies a potential pathway towards future technological integration in education.

The school’s facilities include functional boys’ and girls’ toilets, ensuring basic hygiene and sanitation. The school’s location is accessible via an all-weather road, ensuring consistent access for students and staff. The school operates on an academic calendar that begins in April, aligning with the broader regional academic schedule.

Although the school does not offer a midday meal program, its commitment to education is evident through its dedicated faculty, functional facilities, and accessible location. The presence of a library, albeit small, highlights the school’s effort to nurture a reading culture among its students. The inclusion of ramps for disabled children emphasizes the school’s dedication to providing equal opportunities for all learners.

The school’s rural setting underscores its important role in bridging the educational gap in less-developed areas, contributing significantly to the community’s educational advancement. The establishment’s long-standing history since 1994 demonstrates its resilience and commitment to providing quality education.

Little Flower SSS Mahwa’s modest size and resources should not overshadow its crucial contributions. Its commitment to providing education to children in a rural setting makes it a valuable asset to the community. Further development and support could significantly enhance its capabilities, thereby better serving the needs of its students and the wider community.