POSU BAL PATIL SEC VIDY. WAKLAN

POSU BAL PATIL SEC VIDY. WAKLAN was established in 1990 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in KALYAN block of THANE 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 Private 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 Hedges 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 a library and has 856 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 Applicable providing mid-day meal.

POSU BAL PATIL SEC VIDY. WAKLAN: A Comprehensive Profile of a Rural Secondary School

POSU BAL PATIL SEC VIDY. WAKLAN, a private, co-educational secondary school located in the rural area of KALYAN block, THANE district, Maharashtra, stands as a testament to educational commitment in a rural setting. Established in 1990 under Pvt. Aided management, the school serves students from classes 8 to 10, playing a crucial role in the community’s educational landscape.

The school’s infrastructure, while modest, is functional. A single classroom caters to the students’ learning needs, supplemented by two additional rooms for non-teaching activities. The school building is privately owned, and enclosed by hedges, providing a secure learning environment. Electricity ensures a conducive study atmosphere, while hand pumps provide a reliable source of drinking water. The school boasts a playground and a library stocked with 856 books, fostering both physical activity and a love for reading. Ramps for disabled access ensure inclusivity, and the presence of two computers aids in modernizing the learning process. Though not equipped with a computer-aided learning lab, the school’s commitment to providing essential resources is evident.

Academically, the school utilizes Marathi as its instruction medium. The school employs a dedicated teaching staff, consisting of 8 male teachers and 2 female teachers, totaling 10 educators who guide the students through the curriculum. The school follows the State Board for Class 10 examinations, indicating adherence to established educational standards. The school’s commitment to providing quality education is further underscored by its shift to a new location, suggesting a continuous effort toward improvement and expansion.

The school’s location in a rural area highlights its importance in bridging the educational gap and providing access to secondary education for students who might otherwise lack such opportunities. The availability of a library, playground, and basic amenities underscore the school’s focus on holistic development, going beyond merely academic instruction.

The absence of a pre-primary section and the school’s non-residential nature reflects its specific focus on secondary education, catering to the needs of students within a specific age group. This targeted approach allows for specialization and resource allocation tailored to the specific requirements of its students.

While the school’s infrastructure may be comparatively basic, its functionality and focus on essential resources ensure that students have access to a decent learning environment. The dedicated teaching staff, commitment to established educational boards, and the provision of a library and playground all contribute to a rounded educational experience.

The school’s reliance on hand pumps for water and the absence of a computer-aided learning lab highlight potential areas for future development and resource improvements. However, the existing amenities demonstrate the school’s ongoing efforts to provide a functional and supportive learning environment within its constraints.

The information provided demonstrates the school’s commitment to providing quality secondary education in a rural setting. POSU BAL PATIL SEC VIDY. WAKLAN serves as a valuable educational institution within its community, providing access to learning opportunities and contributing to the overall development of its students. The school’s ongoing efforts towards improvements and its dedicated staff highlight its dedication to its students’ success. Future improvements could focus on expanding facilities and incorporating advanced technological resources.

The school’s successful operation for over three decades underscores its relevance and importance within the community. Its modest but functional facilities, combined with a dedicated teaching staff, indicate a commitment to providing quality education despite resource limitations. The school continues to play a critical role in the lives of its students and the community it serves.

Further expansion of resources and integration of modern teaching methodologies could enhance the school’s effectiveness and further improve the quality of education provided. The school’s story is one of resilience, adaptability, and a commitment to education in a rural setting.