NARSING MAHARAJ H.S. GOJEGAON

NARSING MAHARAJ H.S. GOJEGAON was established in 1997 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MUKHED block of NANDED district of Maharashtra. The school consists of Grades from 8 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 1 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 50 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 Not Applicable providing mid-day meal.

NARSING MAHARAJ H.S. GOJEGAON: A Comprehensive Profile of a Rural Secondary School

NARSING MAHARAJ H.S. GOJEGAON, a private unaided secondary school located in the rural area of Mukhed block, Nanded district, Maharashtra, offers a valuable educational service to the community. Established in 1997, the school caters to students from classes 8 to 10, providing a co-educational environment focused on secondary education (grades 9-10). Instruction is primarily conducted in Marathi.

The school’s infrastructure, while modest, serves its purpose. Housed in a rented building, it features a single classroom, ensuring a more intimate learning environment for students. The school also boasts a functional playground, a library stocked with 50 books, and separate boys’ and girls’ toilets. Access to clean drinking water via a tap water system is also available. Importantly, the school provides ramps for disabled students, ensuring inclusivity and accessibility.

Despite its limited resources, the school demonstrates a commitment to providing quality education. With a total of five teachers, including four male and one female teacher, the school maintains a manageable student-teacher ratio. The school follows an academic calendar that begins in April. The school operates under the “Others” board for class 10. There is no pre-primary section or mid-day meal program provided at this school.

The school’s location in a rural area highlights its importance in providing access to secondary education for students who may otherwise lack such opportunities. The lack of a boundary wall and electricity connection present challenges, but these limitations are partially offset by the presence of a library and playground. The school’s reliance on a rented building demonstrates the need for further infrastructural development to enhance the learning experience.

The lack of computer-aided learning facilities and computers emphasizes the need for increased technological integration within the school’s curriculum. However, the school’s commitment to providing education, despite these limitations, showcases the dedication of its staff and the importance of the school to its students and community.

Despite its limited resources, the school actively embraces inclusivity and accessibility. The provision of ramps for disabled students exemplifies the school’s dedication to creating an inclusive learning environment. The presence of a library, even with a limited number of books, speaks to the school’s commitment to nurturing a love of reading and learning beyond the classroom.

The availability of separate boys’ and girls’ toilets reflects the school’s commitment to providing a safe and sanitary environment for all students. Access to tap water is also a significant advantage, ensuring that students have access to clean drinking water throughout the school day.

The school’s geographical location in a rural setting emphasizes the importance of the institution in providing access to education in an underserved area. The school serves as a crucial link to future opportunities for students who may otherwise have limited access to secondary education. The school is easily accessible via an all-weather road.

The school’s management structure as a Pvt. Unaided entity highlights its reliance on private funding and community support. The community’s involvement is critical to the school’s ongoing success and further development. The dedication and hard work of the teaching staff are paramount in overcoming the infrastructural limitations and providing a quality education to its students.

The information provided highlights both the strengths and challenges of NARSING MAHARAJ H.S. GOJEGAON. While the school faces limitations in terms of resources and infrastructure, its commitment to providing a quality education in a rural setting, including its provision for disabled students, is commendable.

Further development and support are necessary to enhance the school’s facilities and resources, ultimately ensuring a richer and more comprehensive educational experience for its students. This would ideally include improvements to infrastructure, the addition of technological resources, and potentially the expansion of the library and educational programs. Through continued support, NARSING MAHARAJ H.S. GOJEGAON can continue to play a vital role in the education and empowerment of students in the rural community.