M ANGRE SCH TAKLI VIRO

M ANGRE SCH TAKLI VIRO was established in 1993 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in SHEGAON block of BULDANA 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 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 No Boundary Wall 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 1 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 116 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

M Angre Sch Takli Viro: A Comprehensive Profile of a Rural Maharashtra School

M Angre Sch Takli Viro, located in the rural Shegaon block of Buldana district, Maharashtra, stands as a testament to educational access in a remote area. Established in 1993 under Pvt. Aided management, this co-educational upper primary and secondary school (grades 5-10) serves the community with a dedicated team of educators.

The school’s infrastructure comprises a rented building, equipped with four classrooms in good condition, ensuring a conducive learning environment for students. Supplementing the classrooms are two additional rooms for various non-teaching activities and a designated space for the school’s administration. A notable feature is the school’s playground and library, stocked with 116 books, promoting both physical activity and a love for reading amongst the students.

Providing essential amenities, the school boasts functional boys’ and girls’ toilets, ensuring hygiene and comfort. The school also employs a hand pump to provide drinking water, addressing a critical need for safe hydration. Accessibility features are present; ramps cater to students with disabilities, highlighting the school’s commitment to inclusivity.

The school’s academic approach is rooted in Marathi, the local language, making education accessible and relatable. With a dedicated teaching staff of seven, including six male and one female teacher, the school maintains a healthy teacher-student ratio, ensuring personalized attention for each student. The school follows the State Board curriculum for class 10 and utilizes an “Others” board for higher secondary classes.

A significant aspect of the school’s operation is its commitment to providing mid-day meals, prepared and served within the school premises. This ensures students receive proper nutrition, contributing to their overall well-being and academic performance. The absence of a computer-aided learning lab or computers underscores the need for further technological integration to enhance the educational experience.

The school’s location and accessibility play a crucial role in its ability to serve the community. Situated in a rural area and reachable by all-weather roads, it minimizes geographical barriers to education, making it a vital community asset. The school operates on a standard academic calendar, commencing its session in April.

M Angre Sch Takli Viro’s structure, despite its limitations, effectively supports its educational mission. Its adherence to the local language in instruction, commitment to providing nutritious meals and accessible facilities underscore its pivotal role in empowering the local youth.

The absence of a boundary wall presents a potential area for improvement. This lack of physical security could be addressed to create a safer environment for students. The absence of a pre-primary section could also be considered for future expansion, broadening the school’s scope and influence within the community. Further technological integration, including computer-aided learning, would undoubtedly enhance the overall quality of education.

M Angre Sch Takli Viro demonstrates resilience and commitment to education in a rural setting. Its strengths lie in its accessible location, dedicated teaching staff, provision of essential amenities, and the focus on providing a well-rounded education. The school serves as an example of local educational provision, and any future developments could solidify its position as a key contributor to the region’s growth and development.