SHAN A. SLIBA VIDHYA MANDIR

SHAN A. SLIBA VIDHYA MANDIR was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in TARANA block of UJJAIN district of Madhya Pradesh. The school consists of Grades from 1 to 10. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi 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 Private building. It has got 20 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 But Broken 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 12 boys toilet and it is functional. and 11 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 7 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Shan A. Sliba Vidya Mandir: A Comprehensive Profile of a Rural School

Shan A. Sliba Vidya Mandir, a private, co-educational school established in 2000, serves the rural community of Tarana block in Ujjain district, Madhya Pradesh. Operating under private unaided management, the school provides education from Class 1 to Class 10, following the State Board curriculum for Class 10. Hindi serves as the primary language of instruction.

The school’s infrastructure comprises a private building with 20 well-maintained classrooms, dedicated spaces for non-teaching activities, and a separate room for administrative staff. A pucca but broken boundary wall surrounds the property, while electricity ensures consistent power supply. The school boasts a functional playground and a library stocked with 300 books, reflecting a commitment to both physical activity and academic enrichment.

Access to clean drinking water is ensured through a tap water supply, and the school has taken steps to make it accessible to all students. The school’s commitment to inclusivity is evident in the provision of ramps, ensuring accessibility for disabled students. Furthermore, the institution has 7 functional computers, available for educational purposes, though a dedicated computer-aided learning lab is absent.

The school’s teaching staff consists of 14 male teachers and 14 female teachers, supplemented by 4 pre-primary teachers. A total of 28 teachers dedicate their time and efforts to providing quality education. The presence of a pre-primary section caters to the needs of younger learners, further expanding the school’s reach within the community.

The school’s location in a rural area highlights its crucial role in providing educational opportunities to underserved communities. Its establishment in 2000 marks two decades of service, shaping the educational landscape of the region. The commitment to providing both primary and secondary education under one roof allows for continuity and facilitates a smoother transition for students.

The provision of separate boys’ and girls’ toilets (12 and 11 respectively) underscores the school’s commitment to maintaining hygienic and safe facilities for its students. The facilities demonstrate a mindful approach to gender-specific needs within the school environment.

The school’s resources, including its classrooms, library, and playground, aim to provide a well-rounded learning experience for its students. The presence of a library and playground speaks to a holistic approach to education, emphasizing the importance of both academic learning and recreational activities.

The school’s reliance on a private building highlights the importance of private initiatives in supplementing government efforts to provide education in underserved areas. The management’s dedication to maintaining functional facilities speaks to its prioritization of student well-being and educational quality.

While the school currently does not offer mid-day meals, its provision of other key resources like computers and a library underscores its commitment to supporting student learning in diverse ways. The lack of a mid-day meal program could potentially be addressed through future collaborations or initiatives.

In conclusion, Shan A. Sliba Vidya Mandir stands as a significant institution within its community, striving to provide quality education and fostering a conducive learning environment for students of all backgrounds. Its commitment to infrastructure, accessibility, and a balanced curriculum demonstrates a dedication to educational excellence within its rural setting.