PVT HS (9-10) VIVEKANAND, DALPAT PUR-8707

PVT HS (9-10) VIVEKANAND, DALPAT PUR-8707 was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SHAHGARH block of SAGAR district of Madhya Pradesh. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi 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 0 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 doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 410 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.

PVT HS (9-10) Vivekanand: A Rural Secondary School in Madhya Pradesh

PVT HS (9-10) Vivekanand, located in Dalpat Pur, is a private, co-educational secondary school catering to students in grades 9 and 10. Established in 2005, this rural institution operates under private, unaided management, serving the community of Shahgarh block in Sagar district, Madhya Pradesh. Its commitment to education is evident in its existing facilities and resources, despite some challenges.

The school’s infrastructure includes a pucca but broken boundary wall, a functional well providing drinking water, and separate boys’ and girls’ toilets. A significant asset is the school’s library, boasting a collection of 410 books, fostering a love for reading among students. The presence of a playground further enhances the learning environment, promoting physical activity and recreation. Accessibility is ensured with ramps available for disabled students. Instruction is delivered in Hindi, reflecting the local linguistic context.

While the school building is privately owned, it lacks classrooms for instruction. Despite this, two rooms are available for non-teaching activities, providing essential space for administrative functions and other school needs. The school operates without an electric connection, which is a notable limitation. The school operates independently and is not a residential school, indicating that students commute daily.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education. The school follows the State Board curriculum for class 10, offering a structured academic path for its students. The absence of computer-aided learning and computers highlights a potential area for future development. However, the existence of a library and playground partially compensates for this deficiency.

The school’s location in a rural area, accessible via an all-weather road, is noteworthy. The school’s management and teachers demonstrate a commitment to providing education in a region that may have limited access to educational resources. Further investment in infrastructure, technology, and additional teaching resources could significantly enhance the school’s capacity to serve the community.

Despite the challenges and limitations of the school’s current infrastructure, the presence of a library, playground, and separate toilets indicates a dedication to providing a conducive learning environment for students. The school’s commitment to providing education in a rural setting deserves recognition and support. The management’s initiative to establish and maintain this school in a rural area is commendable.

The school’s academic focus is on providing secondary education (grades 9 and 10), equipping students with foundational knowledge and skills to pursue further education or enter the workforce. The use of Hindi as the medium of instruction ensures accessibility and understanding for the student population.

Efforts to improve infrastructure, such as repairing the boundary wall and obtaining an electricity connection, could significantly upgrade the learning experience. Acquiring computers and establishing a computer-aided learning lab would further enhance the educational opportunities provided to the students.

The school’s operational status and its ongoing service to the community make it a noteworthy institution in its region. Further development and support could transform this school into an even more impactful center of learning for its students. The lack of female teachers represents an area where focused recruitment efforts could significantly improve the school’s diversity and balance.

The information provided highlights the school’s strengths and weaknesses, painting a comprehensive picture of its current state and providing a basis for future improvements. The school’s contribution to the education of rural students is significant, and efforts to address the noted shortcomings would greatly enhance its potential.