POST BASIC ASRAM SCHOOL SURDI

POST BASIC ASRAM SCHOOL SURDI was established in 1973 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in ASHTI block of BID district of Maharashtra. 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 Ashram (Govt.) 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 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 Pucca But Broken 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 12 boys toilet and it is functional. and 12 girls toilet and it is functional. The school has a playground. The school has a library and has 320 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 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.

Post Basic Asram School Surdi: A Comprehensive Overview

Post Basic Asram School Surdi, established in 1973, stands as a testament to educational commitment in rural Maharashtra. Managed by the Tribal/Social Welfare Department, this co-educational institution offers a comprehensive curriculum spanning classes 1 through 10. Its rural location underscores its vital role in providing access to education for underserved communities. The school’s infrastructure and resources contribute to a conducive learning environment.

The school’s physical structure comprises a government-owned building, equipped with eight well-maintained classrooms designed for effective teaching. These classrooms are supplemented by two additional rooms, dedicated to non-teaching activities, ensuring a diverse range of learning experiences. A separate room is also available for the school’s administrative needs, further emphasizing the institution’s organizational structure.

The school’s facilities extend beyond the classrooms. A functional playground provides a space for physical activity and recreation, promoting holistic child development. A library, stocked with 320 books, nurtures a love for reading and expands students’ knowledge base. The availability of hand pumps ensures a reliable source of drinking water, addressing a fundamental necessity for the student population. Furthermore, the school boasts twelve functional toilets for boys and twelve for girls, meeting hygiene requirements and ensuring a safe and comfortable environment for all students.

The school’s commitment to technology is evident in its possession of six functional computers, although a dedicated computer-aided learning lab is absent. This highlights an area of potential development and future technological expansion. The school’s infrastructure is further characterized by a pucca (permanent) but partially damaged boundary wall and a consistent electricity supply, highlighting both existing strengths and areas where improvements can be made.

The school’s academic offerings are guided by the State Board curriculum for Class 10, reflecting a commitment to standardized education. Instruction is conducted in Marathi, aligning with the local language context. The teaching staff consists of seven male teachers and two female teachers, a composition indicative of gender representation within the institution. The school’s operational model includes a residential aspect, functioning as a government-run ashram school. This integral feature caters to the needs of students who require boarding accommodations.

The school’s dedication to education is further showcased by its consistent academic year, starting in April, in line with the national academic calendar. The school’s management actively works to enhance the student experience by maintaining the facilities and adapting to the community’s needs. The absence of a pre-primary section indicates a possible area for future expansion, potentially providing a more comprehensive educational pathway.

Post Basic Asram School Surdi’s continued success hinges on ongoing support and development. Sustained investment in infrastructure and resources will ensure its continued operation and effective service to the community. Addressing the need for repairs to the existing boundary wall and exploring the possibility of establishing a computer-aided learning lab are critical for future growth and improvement.

This institution serves as a beacon of hope in a rural setting, offering opportunities to children who may otherwise lack access to quality education. The commitment of the teachers and the school’s management to upholding high educational standards deserves commendation. The school’s strategic location makes it easily accessible throughout the year, ensuring uninterrupted learning for the students.

Post Basic Asram School Surdi’s history, established in 1973, mirrors the enduring need for educational opportunities in rural areas. Its continued success requires sustained effort and investment. The provision of a safe, well-maintained, and technologically upgraded environment remains key to improving the quality of education offered at this vital institution.

In conclusion, Post Basic Asram School Surdi, with its robust curriculum, dedicated teachers, and essential facilities, is a cornerstone of education in its community. It serves as an example of the dedication and effort required to ensure educational access and opportunity for all. Continued development and investment will further solidify its place as a valuable contributor to the educational landscape of rural Maharashtra.