SHAMRAO DABADE ASHARAMSAHLA

SHAMRAO DABADE ASHARAMSAHLA was established in 2006 and it is managed by the Unrecognised. It is located in Rural area. It is located in SHAHUWADI 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 6 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 Tap Water 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 300 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 Not Applicable providing mid-day meal.

Shamrao Dabade AsharamSahla: A Rural Primary School in Maharashtra

Shamrao Dabade AsharamSahla is a primary school located in the rural area of SHAHUWADI block, KOLHAPUR district, Maharashtra, India. Established in 2006, this co-educational institution offers classes from 1st to 7th standard, providing crucial primary and upper primary education to the local community. The school’s management is currently unrecognized, operating from a rented building.

The school’s infrastructure includes six well-maintained classrooms, ensuring adequate space for learning. Supporting the educational environment are essential facilities such as a library stocked with 300 books, a playground for recreational activities, and a reliable tap water supply for drinking. The school building is surrounded by hedges and has an electricity connection, indicating a functional learning space. Furthermore, the school boasts two functional boys’ toilets and two functional girls’ toilets.

The teaching staff comprises five teachers, including four male teachers and one female teacher, led by Head Teacher Patil Jyoti Kamalakar. Marathi serves as the medium of instruction. The school is unique in its approach; it is a residential school, privately run and previously relocated to its current location. Interestingly, the school’s academic board for classes 10th and 10+2 falls under the “Others” category.

The school’s commitment to accessibility is evident with the presence of ramps designed to accommodate students with disabilities. The integration of technology is apparent through the two functional computers available for educational purposes, although a dedicated computer-aided learning lab is currently unavailable. No mid-day meal program is offered.

While the school does not have a pre-primary section, its focus on primary and upper primary education is noteworthy. The presence of a library, playground, and essential amenities points towards a dedicated effort to provide a holistic learning experience for its students. The school’s rural setting highlights its significance in bridging the educational gap within the community.

The school’s infrastructure, though modest, appears functional and well-maintained. The availability of essential facilities such as toilets, a water source, and a library suggests a focus on student wellbeing. The presence of a playground underscores the importance of incorporating physical activity into the educational environment.

The school’s management status as “unrecognized” might indicate opportunities for improvement and potential for increased support from governmental or non-governmental organizations. This might unlock further development of facilities and resources.

The commitment to providing a residential facility is commendable. This might greatly benefit students from distant areas, ensuring consistent access to education. However, information regarding the specific capacity and details of residential provisions would enhance a complete understanding of this aspect of the school.

Overall, Shamrao Dabade AsharamSahla plays a crucial role in providing primary education to the children of the SHAHUWADI block. Despite its unassuming size and resources, the school’s dedication to its students and the availability of essential facilities speak volumes about its commitment to providing a quality education.

The school’s success in providing education in a rural setting serves as a positive example. Its dedication to educational access and facilities, despite limited resources and being categorized as “unrecognized,” makes it a significant contributor to the community. Further investment and support could significantly enhance its capabilities and further empower the local population.