SHREE SWAMI VIVEKANAND SCHOOL MODHA

SHREE SWAMI VIVEKANAND SCHOOL MODHA was established in 2015 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SILLOD block of AURANGABAD (MAHARASHTRA) district of Maharashtra. The school consists of Grades from 1 to 5. 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. English 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 5 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 doesn’t 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 no 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 Applicable providing mid-day meal.

Shree Swami Vivekanand School Modha: A Rural Primary School in Maharashtra

Shree Swami Vivekanand School Modha, located in the rural SILLOD block of AURANGABAD district, Maharashtra, is a primary school offering education from Class 1 to Class 5. Established in 2015, this co-educational institution is managed privately and unaided, serving the educational needs of the local community. The school’s commitment to education is evident in its provision of five classrooms, ensuring a conducive learning environment for its students.

The school’s infrastructure, while modest, includes essential amenities. A rented building houses the classrooms and other necessary facilities. The provision of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and comfortable learning environment for all students. Access to tap water ensures a reliable source of clean drinking water for both students and staff.

The school’s curriculum utilizes English as the medium of instruction, preparing students for future academic pursuits. The absence of a library or computer-aided learning facilities highlights areas where potential improvements could enhance the educational experience. The lack of a playground limits opportunities for physical activity and recreation, emphasizing the need for further development in this area. Similarly, the absence of a boundary wall presents a security consideration that may require attention.

Despite the lack of certain amenities, the school’s functionality is evident. Classes are conducted in well-maintained classrooms, demonstrating a dedication to providing a suitable learning space. The school’s accessibility via all-weather roads further ensures that students can attend classes without disruption due to weather conditions. The school’s academic year begins in April, aligning with the standard academic calendar.

The school’s commitment to inclusivity is evident in its provision of toilets for both boys and girls. The absence of ramps for disabled children, however, suggests a need for future improvements to ensure accessibility for all students. The school’s reliance on tap water for drinking demonstrates a commitment to providing clean and safe drinking water for its students.

Further development in resources and facilities would significantly enhance the school’s capabilities. The addition of a library, computer lab, and playground would greatly enrich the learning environment and provide students with broader opportunities. Similarly, the construction of a boundary wall would improve security and create a more contained and secure learning environment.

The absence of teaching staff as indicated in the data requires further clarification. The listed number of teachers is zero, highlighting a critical need for personnel to effectively conduct classes and support the students’ academic growth. Recruiting and retaining qualified teachers should be a priority to ensure the school’s continued operation and ability to fulfill its educational mandate.

Shree Swami Vivekanand School Modha plays a crucial role in providing primary education to the rural community it serves. While the school faces challenges concerning resources and facilities, its dedication to education and commitment to providing a basic learning environment remain evident. Continued support and development are vital for the school to reach its full potential and provide its students with the best possible educational experience.

The school’s location in a rural area emphasizes the significance of its role in providing educational opportunities to children in underserved communities. By improving its facilities and addressing the staffing needs, Shree Swami Vivekanand School Modha can continue to empower its students and contribute to the development of the local community. The school serves as a testament to the dedication of those involved in providing education, even in the face of resource limitations. The future success of the school relies on continued community support and investment in its infrastructure and staffing.