PRABHAKAR PATIL EDU SOC HIGHSCHOOL , SUGAVE

PRABHAKAR PATIL EDU SOC HIGHSCHOOL , SUGAVE was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KARJAT block of RAIGARH (MAHARASHTRA) 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 3 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 None 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 Provided providing mid-day meal.

Prabhakar Patil Edu Soc Highschool, Sugave: A Detailed Overview

Prabhakar Patil Edu Soc Highschool, located in the rural area of Sugave, Karjat block, Raigad district, Maharashtra, is a private, co-educational institution established in 2001 under the Pvt. Unaided management. The school caters to students from classes 8 to 10, offering upper primary and secondary education. Its instructional medium is Marathi, reflecting the local linguistic landscape.

The school’s infrastructure comprises three classrooms in good condition, along with additional rooms for non-teaching activities and a separate space for the headmaster or teachers. A notable feature is the presence of a playground, offering students a dedicated area for recreation and physical activity. However, the school lacks a boundary wall and currently does not have an electricity connection. Furthermore, the school does not have a library or access to drinking water.

Teaching staff consists of one male teacher and three female teachers, totaling four educators. The school follows the State Board curriculum for class 10 and utilizes a different board for class 10+2. Crucially, the school does not provide mid-day meals to its students. The school building is privately owned and is not utilized as a shift school. The school’s location is accessible via an all-weather road, ensuring consistent accessibility for students and staff.

The school’s technological resources include a single computer, though it lacks a computer-aided learning lab. Separate, functional toilet facilities exist for both boys and girls. Importantly, the absence of ramps signifies a need for accessibility improvements for disabled students.

Academically, the school provides a crucial educational service in a rural setting. The school’s commitment to education is evident, despite resource limitations. The modest number of classrooms and the absence of certain facilities highlight the challenges faced by many rural schools in providing a comprehensive learning environment.

Future improvements could focus on addressing the lack of electricity, installing a boundary wall for security, providing a reliable source of drinking water, establishing a library with learning resources, and adding ramps for improved accessibility. The provision of mid-day meals would also be a significant enhancement to student well-being.

The school’s location in a rural area necessitates strategic planning for resource allocation and infrastructure development. Collaboration with local authorities and community engagement could prove vital in securing necessary upgrades and ensuring the long-term sustainability of the institution.

In conclusion, Prabhakar Patil Edu Soc Highschool provides a valuable educational service to the Sugave community. However, addressing the existing infrastructural limitations and improving resource availability would significantly enhance the learning experience for students and contribute to a more comprehensive educational environment. The school’s future development relies on addressing these challenges effectively.

The school’s dedication to education in a rural setting is commendable. Its small size and limited resources highlight the need for continued support to ensure that all students receive a quality education. The school serves as a testament to the importance of education access in underserved communities. Further development will ensure that students in Sugave receive the educational opportunities they deserve.