SANT BABURAO BAPU V.KARANJALA

SANT BABURAO BAPU V.KARANJALA was established in 1998 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BASMATH block of HINGOLI district of Maharashtra. The school consists of Grades from 5 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 Rented building. It has got 4 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 175 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 Provided and Prepared in School Premises providing mid-day meal.

SANT BABURAO BAPU V. KARANJALA: A Comprehensive Overview of a Rural Maharashtra School

SANT BABURAO BAPU V. KARANJALA, a private aided school nestled in the rural landscape of BASMATH block, HINGOLI district, Maharashtra, stands as a beacon of education. Established in 1998, this co-educational institution serves students from classes 5 to 10, offering upper primary and secondary education. The school’s commitment to providing quality education is evident in its infrastructure and resources.

The school building, a rented structure, houses four well-maintained classrooms dedicated to instruction. These classrooms are complemented by additional rooms for non-teaching activities, ensuring a functional and organized learning environment. A dedicated space for the headmaster or teacher further enhances the school’s administrative capabilities.

Protecting the students and the school grounds, the school boasts hedges as its boundary wall. The presence of electricity ensures a conducive learning environment, while hand pumps provide a reliable source of drinking water. Sanitation is prioritized with one functional boys’ toilet and one functional girls’ toilet, ensuring a hygienic atmosphere for students.

Enhancing the learning experience, the school features a playground and a library stocked with 175 books. This provides ample space for recreation and access to a diverse range of reading materials. The school is equipped with two functional computers, though it currently lacks a dedicated computer-aided learning lab.

The school’s commitment extends to providing nutritious meals. A mid-day meal program is in place, with meals prepared and provided within the school premises itself, ensuring every student has access to a balanced and healthy diet.

Instruction is delivered in Marathi, catering to the local language needs of the students. The school follows the State Board curriculum for class 10 and adheres to other boards for higher secondary education. The school’s accessibility is further enhanced by its all-weather road approach, guaranteeing seamless access for students and staff regardless of weather conditions. The academic year commences in April, following the standard academic calendar.

The school’s nine male teachers are dedicated to providing a high-quality education. While there are no female teachers currently employed, the school’s commitment to education and community support remains unwavering. The absence of a pre-primary section reflects the school’s current focus on upper primary and secondary education.

Finally, the school’s ramps for disabled children indicate its commitment to inclusivity, ensuring that all students have equal access to education. The school’s commitment to its students, evidenced by its infrastructure, programs, and resources, makes it a vital part of the rural community.

In conclusion, SANT BABURAO BAPU V. KARANJALA is a valuable asset to the rural community it serves. Its commitment to quality education, combined with its supportive infrastructure and dedicated staff, is shaping the futures of its students. This private aided school remains a testament to the dedication required to provide quality education in rural settings.