SHASKIYA NIWASI SCH SHIRUR

SHASKIYA NIWASI SCH SHIRUR was established in 2011 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SHIRUR block of BID district of Maharashtra. The school consists of Grades from 6 to 10. The school is Boys and it doesn’t have an attached pre-primary section. The school is others 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 Rent Free Building building. It has got 3 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 None and it is functional. The school has 8 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 653 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 13 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.

Shaskiya Niwasi School, Shirur: A Comprehensive Overview

Shaskiya Niwasi School, Shirur, a boys’ upper primary and secondary school (grades 6-10), stands as a vital educational institution in the rural landscape of Maharashtra, India. Established in 2011 under the management of the Tribal/Social Welfare Department, the school offers a valuable educational opportunity to the local community.

Infrastructure and Resources: The school operates from a rent-free building, equipped with three well-maintained classrooms and additional rooms for non-teaching activities. A dedicated space serves as the headmaster’s office. The school boasts a sturdy pucca boundary wall, ensuring security and a conducive learning environment. Reliable electricity ensures the smooth operation of the school’s facilities.

Academic Focus: The primary medium of instruction is Marathi, reflecting the local language and cultural context. The school employs a teaching staff comprising four male teachers and three female teachers, totaling seven educators who cater to the educational needs of its students. The curriculum follows the state board for class 10 and ‘others’ for class 10+2. While mid-day meals are not provided, the school does offer access to a library stocked with 653 books, fostering a love for reading among students.

Technological Integration: Thirteen computers are available for teaching and learning purposes, providing students with valuable exposure to technology. However, a dedicated computer-aided learning lab is not currently available. The presence of a playground ensures the physical well-being and development of the students.

Facilities and Accessibility: The school features eight functional boys’ toilets, prioritizing hygiene and sanitation. Regrettably, drinking water facilities are currently unavailable. Ramps for disabled students are not yet in place, indicating an area that requires future development to ensure inclusivity.

School Characteristics: Operating in a rural setting, the school offers a residential option for its students, operating as an ‘others’ type residential school. The school has not yet undergone relocation to a new site.

Community Engagement: The Shaskiya Niwasi School plays a crucial role in the local community. By providing quality education to boys in the area, it contributes significantly to the overall development and progress of the region. The school’s commitment to academic excellence, combined with its available resources, makes it a valuable asset.

Future Development: While the school enjoys several strengths, there are areas for potential improvement. The provision of drinking water facilities is crucial to address, alongside incorporating ramps for disabled accessibility and establishing a computer-aided learning lab. Addressing these aspects will further enhance the inclusivity and quality of education offered.

Conclusion: Shaskiya Niwasi School stands as a testament to the importance of education in rural communities. With its dedicated faculty, available resources, and the supportive management of the Tribal/Social Welfare Department, it strives to shape the future of its students. Continued development and investment in infrastructure and facilities will enhance its capacity to provide holistic and inclusive education.