MAHRISI DAYANAND SARSWATI SS KOLILA SA

MAHRISI DAYANAND SARSWATI SS KOLILA SA was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in NEEMRANA block of ALWAR district of Rajasthan. The school consists of Grades from 1 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 9 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 doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 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 200 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 Not Provided providing mid-day meal.

Mahrishi Dayanand Saraswati SS Kolila Sa: A Comprehensive Overview

Mahrishi Dayanand Saraswati SS Kolila Sa, a private, co-educational school located in the rural area of Neemrana block, Alwar district, Rajasthan, has been providing education since 2003. The school, identified by code 08060201503, offers classes from 1st to 10th standard, following a Hindi medium of instruction. Its management is categorized as Pvt. Unaided, indicating a privately funded institution independent of government aid. The school’s infrastructure includes a pucca (permanent) building, nine well-maintained classrooms, and additional rooms for non-teaching activities and staff.

The school boasts a well-equipped library containing 200 books, fostering a love of reading amongst students. Recreational facilities include a playground, offering space for physical activities and healthy development. Furthermore, the school possesses two functional boys’ toilets and one functional girls’ toilet, ensuring basic sanitation facilities. While the school lacks electricity and a computer-aided learning lab, it does have two computers available for educational purposes. The absence of a pre-primary section caters primarily to primary and secondary school-aged children.

The school’s academic structure is designed to provide a comprehensive education. The teaching staff consists of eight male teachers, delivering lessons across various subjects aligned with the state’s curriculum. The school’s operational aspects are noteworthy: it’s easily accessible via all-weather roads, and the academic year commences in April. Although the school does not provide mid-day meals, it ensures the availability of a library and playground facilities, thus contributing to the students’ holistic growth. The school also employs a “Others” board for Class 10, indicating an alternative examination board outside of the commonly known national boards.

The lack of certain amenities, such as electricity and a computer lab, highlights areas for potential improvement and future development. Nevertheless, the existing infrastructure and dedicated teaching staff provide a basic educational foundation for the students. The school’s location in a rural setting emphasizes its role in providing educational opportunities in less-developed areas. The absence of ramps for disabled children, however, represents an area where improvements could enhance inclusivity and accessibility.

The school’s commitment to education in the rural community is evident in its long-standing presence and the provision of basic facilities. The school’s management remains dedicated to providing quality education to students in this region. Parents seeking education for their children in the area can consider this institution, given its established track record and commitment to its students.

In summary, Mahrishi Dayanand Saraswati SS Kolila Sa offers a primary and secondary education within a functional school setting. While some amenities are absent, the dedication of the teachers and the availability of a library and playground contribute to the educational experience. The school’s commitment to teaching using the Hindi language is also crucial for accessibility within the local community.

The school’s structure adheres to basic safety and hygiene standards, with functional toilets for both boys and girls, and a permanent pucca boundary wall. Further investments in facilities like electricity and a computer lab would enhance the educational capabilities of the institution. Improvements in accessibility, including the addition of ramps, would significantly promote inclusivity.

The school’s focus on providing a fundamental education is evident, and its contribution to the community deserves recognition. Future development efforts should focus on enhancing the existing infrastructure to provide a more enriched and inclusive learning environment. The availability of 200 books in the library demonstrates the school’s commitment to literacy development, which is crucial in fostering a passion for lifelong learning.

Despite the absence of some modern amenities, the school effectively provides essential educational services within its rural context. The presence of eight male teachers reflects a dedicated teaching force, while the lack of female teachers presents an opportunity for balanced representation within the teaching staff. Overall, the school plays a critical role in providing educational access to students in the region.

Finally, the school’s information illustrates the diverse landscape of educational institutions in India. The data highlights the need for further development and support in providing adequate resources for schools in rural areas to enhance the quality of education available to students. The absence of pre-primary schooling and mid-day meal programs underlines areas where government intervention and community support could have a transformative impact on student outcomes.