MUK BADHIR APANG NIVASI VIDYALAYA PERMILI

MUK BADHIR APANG NIVASI VIDYALAYA PERMILI was established in 1991 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in AHERI block of GADCHIROLI district of Maharashtra. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 8 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 no library and has 0 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 Applicable providing mid-day meal.

Muk Badhir Apang Nivasi Vidyalaya Permili: A Comprehensive Overview

Muk Badhir Apang Nivasi Vidyalaya Permili, a co-educational primary school located in the rural area of Aheri block, Gadchiroli district, Maharashtra, stands as a testament to accessible education. Established in 1991 and managed privately, this institution caters to students from Class 1 to Class 5, providing a crucial educational foundation. Instruction is primarily conducted in Marathi, reflecting the local linguistic landscape.

The school operates from a rented building, comprising eight well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities, including a dedicated space for the head teacher. Despite lacking a boundary wall, the school boasts essential amenities such as electricity and functional hand pumps providing clean drinking water. Separate boys’ and girls’ toilets are also available.

The school’s commitment to holistic development is evident in its provision of a playground, fostering physical activity and recreation. However, the absence of a library currently limits access to supplementary reading materials. The school utilizes technology in the educational process, boasting one functional computer for teaching and learning, though computer-aided learning is not currently implemented. Furthermore, the school is residential, offering a private residential facility.

The teaching staff comprises a dedicated team of seven educators, including one head teacher (Zade Kamlesh B.) and five male teachers along with two female teachers. This balanced faculty ensures personalized attention and caters to diverse learning needs. The school’s commitment to inclusivity is evident in its provision of a residential facility for students.

The school’s infrastructure, while functional, indicates areas for potential improvement. The lack of a boundary wall might warrant consideration for enhanced security. The absence of a library and the limited computer resources, especially the lack of a computer-aided learning lab, presents opportunities to expand educational resources.

Despite these challenges, Muk Badhir Apang Nivasi Vidyalaya Permili plays a vital role in the community by providing primary education in a rural setting. Its accessibility is further enhanced by its all-weather road access and April start academic session. The residential aspect is especially noteworthy, indicating a commitment to supporting students from potentially disadvantaged backgrounds.

The school’s management model as a private, unaided institution highlights the role of private initiatives in expanding educational reach. This model, while efficient, may require ongoing support to ensure the continued provision of quality education and infrastructure development.

Future improvements could focus on the construction of a boundary wall for enhanced security and the establishment of a library to enrich students’ learning experiences. Further investment in technology, specifically developing a computer-aided learning lab, would significantly enhance teaching and learning.

The dedication of the teaching staff and the commitment to providing a residential facility showcase the dedication towards education in a rural area. Continuous efforts to further enhance the facilities would contribute to creating an even more nurturing and effective learning environment.

Muk Badhir Apang Nivasi Vidyalaya Permili demonstrates resilience and commitment to providing essential education. It acts as a cornerstone within the community, providing not just primary education but also a supportive residential environment for its students, highlighting its importance in the socio-educational fabric of the region. The school’s continued growth and development are vital to serving the educational needs of the community.