M.C.SCHOOL NO.22,MIRAJ.

M.C.SCHOOL NO.22,MIRAJ. was established in 1984 and it is managed by the Local body. It is located in Urban area. It is located in SANGLI MIRAJ KUPWAD M. CORPORATION block of SANGLI district of Maharashtra. The school consists of Grades from 1 to 7. The school is Co-educational and it 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 Government building. It has got 3 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 But Broken 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 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 303 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

M.C. SCHOOL NO. 22, Miraj: A Comprehensive Overview

M.C. SCHOOL NO. 22, situated in Miraj, is a government-run primary and upper primary school, catering to students from classes 1 to 7. Established in 1984, this co-educational institution is managed by the local body and serves the urban community within the SANGLI MIRAJ KUPWAD M. CORPORATION block of the SANGLI district in Maharashtra. The school’s commitment to education is evident in its facilities and curriculum.

Infrastructure and Resources: The school boasts three classrooms in good condition, ensuring a conducive learning environment for its students. Complementing the classrooms are two boys’ toilets and two girls’ toilets, all functional. A well-maintained playground provides ample space for recreational activities, while a library houses an impressive collection of 303 books, fostering a love for reading among the students. The school also features a reliable tap water supply and ramps for disabled children, promoting accessibility and inclusivity. Furthermore, the school benefits from an electricity connection, ensuring uninterrupted operations. Although the school’s building is described as “Pucca But Broken,” the presence of functional facilities underscores the school’s dedication to providing quality education.

Academic Focus and Teaching Staff: Instruction at M.C. SCHOOL NO. 22 is delivered in Marathi, aligning with the regional language. The school employs two male teachers who are dedicated to providing quality education to the students. The school also features a pre-primary section, with one teacher dedicated to this crucial stage of learning. This commitment to early childhood education strengthens the school’s holistic approach.

Technological Integration and Meal Provisions: The school’s commitment to modern teaching methodologies is visible through its possession of two functional computers, although a dedicated computer-aided learning lab is currently absent. The provision of mid-day meals, while not prepared within the school premises, assures that students receive necessary nourishment to support their academic pursuits. The school’s proactive approach towards students’ welfare is reflected in this provision.

Accessibility and Connectivity: The school is readily accessible via an all-weather road, ensuring uninterrupted access for students and staff alike. The school’s urban location also contributes to its accessibility and connectivity. The school’s academic session begins in April, aligning with the standard academic calendar.

School Management and Governance: M.C. SCHOOL NO. 22 operates under the management of the local body, highlighting community involvement in its administration. This close relationship between the school and the community fosters a supportive environment for education.

Additional Features: The school also has a separate room for the teachers, promoting a functional and organized working environment. The school’s Pucca But Broken boundary wall, while needing attention, doesn’t compromise the safety and security of its students.

Conclusion: M.C. SCHOOL NO. 22, Miraj stands as a testament to the commitment towards providing quality education in a resource-constrained environment. With its dedicated teachers, functional facilities, and community-focused approach, the school continues to play a crucial role in shaping the future of its students. The school’s dedication to providing a conducive learning environment, regardless of infrastructural limitations, is commendable. The school’s efforts in providing basic amenities and a nurturing environment for its students deserve recognition. Its role in the community extends beyond academics, fostering a culture of learning and growth for its students.

Keywords: M.C. School No. 22, Miraj, Primary School, Upper Primary School, Government School, Co-educational School, Marathi Medium, SANGLI district, Maharashtra, Education, School Infrastructure, School Resources, Rural Education, Community Involvement.