SANT BHAGWANBABA ASTHIWANG VID D W

SANT BHAGWANBABA ASTHIWANG VID D W was established in 1992 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in PARLI block of BID 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 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 Pucca 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 no library and has 0 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 Provided providing mid-day meal.

SANT BHAGWANBABA ASTHIWANG VID D W: A Detailed Profile of a Rural Maharashtra School

SANT BHAGWANBABA ASTHIWANG VID D W, a primary and upper primary school (classes 1-8), stands as a testament to educational access in rural Maharashtra. Established in 1992, this co-educational institution is managed privately with aided support, reflecting a blend of public and private investment in education. Located in the PARLI block of BID district, the school serves the community with a focus on Marathi as the medium of instruction.

The school’s infrastructure includes four classrooms housed in a rented building, demonstrating adaptability and resourcefulness in providing educational space. The presence of a pucca boundary wall ensures safety and security, while the functional hand pumps provide a reliable source of drinking water. Sanitation is addressed with separate, functional boys’ and girls’ toilets, vital components in maintaining a healthy learning environment.

Complementing the classroom facilities is a playground, fostering physical activity and social interaction among students. While the school currently lacks a library, the presence of a well-maintained building and classrooms highlights a commitment to providing a conducive learning environment despite resource constraints. The school’s accessibility via an all-weather road ensures that students can attend consistently, regardless of weather conditions.

The school’s teaching staff consists of three male teachers, dedicated to providing quality education to the students. The school operates on a yearly academic session starting in April, aligning with the broader academic calendar. The absence of a pre-primary section focuses the school’s resources on providing primary and upper primary education.

The school’s management is privately aided, reflecting a partnership between private entities and governmental support, a model that potentially leverages resources for improved educational outcomes. The school’s rural location underscores its vital role in bridging the educational gap often present in less developed areas. The fact that the school is residential further enhances its role in supporting students from various backgrounds.

The lack of computer-aided learning and computers is a factor that may need addressing in the future, given the growing importance of technology in modern education. The school’s commitment to education is undeniable, with its dedicated teachers contributing significantly to the academic journey of its students.

The school’s infrastructure, while basic, meets the fundamental requirements of a primary and upper primary school. The focus on providing a safe, clean, and functional environment reflects an ongoing commitment to providing educational opportunities to students.

The school’s operational structure and curriculum offer a clear picture of its goals and focus. By concentrating on providing quality primary and upper-primary education, the school caters to the immediate educational needs of the community.

The school’s lack of certain amenities, such as a library and computer lab, while notable, shouldn’t overshadow the substantial contributions it makes to education in the rural areas it serves. The existing infrastructure and dedicated staff demonstrate a commitment to providing a foundation for learning.

Further development and investment in resources like a library and computer-aided learning facilities could enhance the school’s capacity to prepare students for future opportunities. However, the current state of SANT BHAGWANBABA ASTHIWANG VID D W showcases resilience and dedication to education within a resource-constrained environment.