SHANTARAM C.GURUJI V. SHIDPADA

SHANTARAM C.GURUJI V. SHIDPADA was established in 2004 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in SHAHAPUR block of THANE district of Maharashtra. The school consists of Grades from 8 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 Private building. It has got 2 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 Tap Water 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 412 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 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.

Shantaram C. Guruji V. Shidpada: A Comprehensive Profile of a Rural Secondary School in Maharashtra

Shantaram C. Guruji V. Shidpada, a private aided co-educational secondary school, stands as a beacon of education in the rural landscape of Maharashtra. Established in 2004, this institution serves students from classes 8 to 10, providing a vital link to secondary education in its community. The school’s dedication to learning is evident in its well-maintained facilities and committed teaching staff.

Nestled in the Shahapur block of Thane district, the school boasts a functional infrastructure comprising two classrooms, a library stocked with 412 books, and a playground conducive to both physical activity and recreation. The provision of tap water ensures easy access to clean drinking water for students and staff alike. Further bolstering its commitment to education, the school also has five computers available for teaching and learning purposes. The school building itself is privately owned.

The school’s commitment to quality education extends beyond its physical resources. A team of five teachers, comprising four male and one female educator, diligently imparts knowledge and fosters a supportive learning environment. The instruction medium is Marathi, reflecting the local language and cultural context. The school follows the State Board curriculum for class 10, ensuring its students are well-prepared for future academic endeavors. The head teacher, Prakash N. F., leads the dedicated team, overseeing the day-to-day operations and academic progress of the school.

The school’s accessibility is also noteworthy. Its location is easily reachable via all-weather roads, enabling students from surrounding areas to access quality education irrespective of weather conditions. The school’s operational schedule adheres to the standard academic calendar, commencing in April. The school’s commitment to providing a safe and inclusive environment is further highlighted by the presence of separate functional toilets for boys and girls.

While the school doesn’t offer pre-primary education or a computer-aided learning lab, its focus remains steadfast on providing quality secondary education. The absence of a boundary wall underscores the school’s integration within the community, fostering a sense of openness and accessibility. The presence of a library and playground emphasizes the school’s holistic approach to education, promoting both intellectual growth and physical development.

The school’s management structure is that of a private aided institution, implying a collaborative relationship between private stakeholders and government support. This model often ensures financial stability and the ability to cater to the diverse needs of its students. The school operates with a strong sense of community engagement and collaboration, demonstrated by its close ties to the surrounding rural areas.

Shantaram C. Guruji V. Shidpada’s dedication to providing accessible and quality secondary education in a rural setting highlights the importance of investing in rural education. The school’s success lies in its emphasis on both academic excellence and student welfare. It’s a testament to the transformative power of education in uplifting communities and empowering individuals.

The school’s detailed profile offers valuable insights into the challenges and successes of rural education in India. Its features represent the common characteristics of many rural schools striving to provide quality education with limited resources.

In conclusion, Shantaram C. Guruji V. Shidpada serves as a valuable model for other rural schools, showcasing how dedication and community support can overcome limitations and provide essential educational opportunities to underserved populations. The school’s continued success is a testament to the power of collective effort and commitment to education.

The information provided underscores the need for continued support and investment in rural schools, ensuring that every child, regardless of location, has access to quality education. The school’s existence is a testament to the importance of community partnership and the transformative potential of education in rural development.