SHRI AMRDIP UB HIGH SCHOOL

SHRI AMRDIP UB HIGH SCHOOL was established in 1987 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MODASA block of ARAVALLI district of Gujrat. The school consists of Grades from 9 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. Gujarati 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 0 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 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 11 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.

SHRI AMRDIP UB HIGH SCHOOL: A Profile of a Rural Secondary School in Gujarat, India

SHRI AMRDIP UB HIGH SCHOOL, established in 1987, is a private aided co-educational secondary school located in the rural area of MODASA block, ARAVALLI district, Gujarat. Serving students from classes 9 to 10, it provides education in Gujarati, reflecting the local linguistic context. The school operates from a rented building, equipped with essential facilities to support its educational mission.

The school’s infrastructure includes two functional boys’ toilets and two functional girls’ toilets, ensuring basic sanitation for its students. A notable feature is the presence of a playground, providing space for physical activity and recreation, vital for the holistic development of the students. The school also benefits from a reliable electricity connection and a pucca (permanent) boundary wall, contributing to a secure and functional learning environment. The school’s drinking water is sourced from a reliable tap water connection.

The school’s academic focus lies solely on secondary education, offering classes from ninth to tenth grade. The curriculum adheres to the State Board, providing students with a pathway towards higher education opportunities. The school employs a total of three teachers, comprising two male and one female educator, fostering a balanced learning environment. This relatively small teaching staff allows for personalized attention and individualized support to the students.

The school’s technological resources include eleven functional computers, aiding in the integration of technology into the learning process. However, a computer-aided learning lab is currently not available. The school does not provide midday meals, highlighting a potential area for future development and improvement. The school does not have a library.

Interestingly, despite its location in a rural area, the school is accessible via an all-weather road, minimizing disruptions to the educational calendar. The academic session, typical of many Indian schools, commences in April. This accessibility is crucial in ensuring regular attendance, particularly for students from more remote areas.

The school’s management structure operates under a private aided model. This model often implies a partnership between private management and government funding, which could potentially influence resource allocation and educational initiatives. The absence of a pre-primary section indicates a focus on secondary education. The absence of a head teacher is also notable.

The school’s infrastructure, while functional, presents room for expansion. The lack of classrooms underscores a potential need for increased capacity. The absence of a library and a computer-aided learning lab may limit the scope of educational resources available to the students. This suggests potential areas for future improvement and investment.

The school’s commitment to providing secondary education in a rural setting is commendable. The dedication of its teachers and the availability of basic amenities contribute to its continued function. Future development could focus on expanding infrastructure, particularly classrooms, incorporating more technological tools, and establishing a school library. The availability of a mid-day meal program would also enhance the overall student experience. This would greatly improve the school’s overall capacity and support the students’ learning.

The information provided highlights the vital role of SHRI AMRDIP UB HIGH SCHOOL within its community. Its contribution to secondary education in a rural area underscores the significance of such institutions in fostering educational opportunities and contributing to the overall development of the region. Further development of the school’s infrastructure and resources would undoubtedly enhance its capabilities and benefit the students.