S S C V M DHARMORA

S S C V M DHARMORA was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LOHESRA block of ADILABAD district of Telangana. 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 Not Applicable in nature and is not using school building as a shift-school. Telugu 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 No Boundary Wall 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 no playground. The school has a library and has 260 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.

S S C V M DHARMORA: A Rural Primary School in Telangana

S S C V M DHARMORA, a co-educational primary school located in the rural area of Lohsera block, Adilabad district, Telangana, offers a valuable educational service to the community. Established in 2002, this privately managed school operates under the Pvt. Unaided management model. Its primary focus is on providing quality education from Class 1 to Class 7, with instruction primarily conducted in Telugu.

The school’s infrastructure comprises a rented building housing seven classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the school’s staff. While lacking a boundary wall, the school benefits from a reliable electricity supply and utilizes hand pumps as a functional source of drinking water. Sanitary facilities include one boys’ toilet and one girls’ toilet, ensuring basic hygiene standards.

The school’s commitment to education extends to its library, which houses 260 books, fostering a love for reading amongst its students. Currently, the school does not offer computer-aided learning or possess any computers for educational purposes, and there is no playground available for recreational activities.

The teaching staff consists of seven male teachers and one female teacher, totaling eight dedicated educators. The school follows an academic calendar commencing in April, aligning with the regional educational norms. The school caters specifically to primary and upper primary students (classes 1-8) and does not have a pre-primary section. Furthermore, it does not provide mid-day meals.

Accessibility is a key factor, with the school accessible via an all-weather road, ensuring consistent access for students and staff regardless of weather conditions. The school’s lack of ramps currently presents a barrier for students with disabilities, highlighting an area requiring future development and improvement.

Although the school utilizes a “Others” board for both Class 10th and Class 10+2 levels, indicating a flexibility in curriculum choice or the possibility of affiliation with alternative educational boards, further information would be necessary to clarify this aspect. The school’s commitment to education despite its resource constraints is commendable.

The absence of a computer lab and playground represents opportunities for future expansion and improvement. Investing in these areas would significantly enhance the educational experience and contribute to the overall development of the students. The school’s focus on providing accessible basic education in a rural setting is a testament to its vital role within the community.

The school’s management would benefit from exploring opportunities for securing funding to upgrade its facilities, such as constructing a boundary wall and incorporating a computer lab to bridge the digital divide and enrich the learning environment.

The provision of a playground would also contribute significantly to the overall well-being and development of students by providing a space for physical activity and social interaction. Furthermore, the inclusion of ramps for accessibility would ensure inclusivity and equal access for all students.

S S C V M DHARMORA serves as a significant educational hub within its community, highlighting the importance of supporting such institutions in providing quality education, particularly in underserved rural areas. Continued support and development would enable the school to further enhance its services and better serve the educational needs of its students.