R C CEN PRI NIVASI ASHRA

R C CEN PRI NIVASI ASHRA was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KAGAL block of KOLHAPUR district of Maharashtra. The school consists of Grades from 1 to 7. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 7 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 Others boundary wall. The school has 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 418 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 Applicable providing mid-day meal.

R C CEN PRI NIVASI ASHRA: A Comprehensive Profile of a Rural Maharashtra School

R C CEN PRI NIVASI ASHRA, a primary school with upper primary classes (1-8), stands as a testament to education in rural Maharashtra. Established in 2003, this co-educational institution is managed privately and independently, offering a unique learning environment. Located in the KAGAL block of KOLHAPUR district, the school serves the community with a strong focus on Marathi as the primary language of instruction. The school’s rural setting contributes to its distinct character and connection with the local populace.

The school’s infrastructure reflects its commitment to providing a functional learning space. Housed in a rented building, it boasts seven well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities and administrative functions, including a dedicated space for the head teacher. The presence of a library, stocked with 418 books, and a playground highlights the school’s dedication to holistic development. Reliable access to tap water ensures the students’ hydration needs are met, while the availability of both boys’ and girls’ toilets underscores the school’s commitment to providing a safe and hygienic environment.

Further enhancing the learning environment, the school possesses a functional computer for educational purposes. The school’s electrical connection ensures a stable and conducive learning atmosphere. Although the school does not currently offer computer-aided learning or a midday meal program, it prioritizes access to educational resources and strives to enhance the learning experience. The school building is surrounded by an “Others” type boundary wall, ensuring a degree of security and privacy.

The school’s faculty comprises five male teachers, dedicated to imparting knowledge and fostering the students’ intellectual growth. The leadership is provided by Head Teacher KAMBLE A. A., who guides the school’s academic and administrative functions. The school’s residential nature, offering private accommodation, provides a supportive framework for both students and staff.

The school’s academic structure caters to students from Class 1 to Class 7, offering a foundational education. While it does not offer a pre-primary section, its curriculum is designed to provide a robust educational base. The school’s commitment to education is further strengthened by its operational accessibility throughout the year via an all-weather road. The academic session commences in April, aligning with the regional academic calendar.

The school’s academic achievements and future goals aren’t explicitly detailed, however, its operational details paint a picture of a functioning institution that meets the immediate needs of its students within its resource constraints. The school actively seeks to fulfill its educational mission within its available resources.

The data provided illustrates a typical rural school facing common challenges. However, its dedication to providing a basic education and its supportive environment contribute positively to the educational landscape of the region.

The availability of basic amenities like electricity, running water, and functional restrooms are critical components for a positive learning experience, and R C CEN PRI NIVASI ASHRA diligently strives to meet these requirements. The commitment to the students’ well-being is evident in the provision of a playground and library.

Further information on the school’s performance metrics, student enrollment, and future expansion plans would offer a more complete picture of its overall success and impact on the community.

In summary, R C CEN PRI NIVASI ASHRA is a valuable educational resource in its rural community, providing basic education and supporting facilities within the limits of its resources. Its operational aspects, staffing, and commitment to educating its students represent a key component of the local education system.