MAHATMA FULE VIDYALAYA H.S.KABANSANGAVI

MAHATMA FULE VIDYALAYA H.S.KABANSANGAVI was established in 1971 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in CHAKUR block of LATUR district of Maharashtra. The school consists of Grades from 5 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. 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 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 Barbed Wire Fencing 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 4 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 3000 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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.

Mahatma Fule Vidyalaya H.S. Kabansangavi: A Comprehensive Profile

Mahatma Fule Vidyalaya H.S. Kabansangavi, established in 1971, stands as a testament to rural education in the Chakura block of Latur district, Maharashtra. Operated under private aided management, this co-educational institution caters to students from the 5th to the 12th standard, offering a comprehensive Upper Primary, Secondary, and Higher Secondary education. Instruction is primarily imparted in Marathi, reflecting the local linguistic landscape. The school’s commitment to providing a supportive learning environment is evident in its various facilities and resources.

The school’s infrastructure comprises a rented building equipped with five well-maintained classrooms dedicated to teaching. Beyond classrooms, additional space caters to non-teaching activities, including a designated room for administrative staff. A robust security system featuring barbed wire fencing surrounds the school premises, ensuring a safe learning environment. Reliable electricity ensures uninterrupted educational activities, while access to clean tap water is crucial for the health and hygiene of students and staff.

Sanitary facilities are well-provisioned with four functional boys’ toilets and four functional girls’ toilets, promoting a hygienic environment. A well-maintained playground facilitates physical activity and recreation, fostering the holistic development of students. The school’s library is a treasure trove of knowledge, boasting a collection of 3000 books, enriching the learning experience beyond textbooks.

Technological resources, although limited, contribute to the educational process. The school possesses three functional computers, assisting in teaching and learning. While the school does not currently offer computer-aided learning, the presence of these computers suggests a potential for future technological integration.

The dedicated teaching staff plays a pivotal role in the school’s success. Nineteen male teachers form the core of the faculty, imparting knowledge and shaping young minds. The school provides mid-day meals, ensuring students receive proper nutrition and are prepared for optimal learning. The meals are prepared and served within the school premises.

The school’s rural setting underscores its vital role in providing accessible education to a community that might otherwise have limited access to quality education. The school’s commitment to education is further highlighted by its adherence to the State Board curriculum for both class 10th and 10+2 examinations.

The absence of pre-primary sections and specialized facilities for disabled students represents areas for potential future development. Nevertheless, Mahatma Fule Vidyalaya stands as a crucial institution, serving its community and preparing students for their future endeavors. The school’s long-standing presence and commitment to quality education are evidence of its enduring value within the community.

The school’s physical location and contact information were not provided, representing an opportunity to improve accessibility for prospective students and stakeholders. The lack of additional details, such as head teacher information, limits a more in-depth understanding of the school’s administration and leadership.

This profile of Mahatma Fule Vidyalaya H.S. Kabansangavi serves as a valuable overview of its structure, facilities, and educational offerings. Further information could potentially enhance its accessibility and allow for a more comprehensive understanding of its role within the community.