SHRI C.M. TADVI U.M. SALA NADATOD

SHRI C.M. TADVI U.M. SALA NADATOD was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DEV.BARIA block of DOHAD district of Gujrat. The school consists of Grades from 11 to 12. 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 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 265 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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.

SHRI C.M. Tadvi U.M. Sala Nadatod: A Comprehensive Profile of a Rural Gujarat School

SHRI C.M. Tadvi U.M. Sala Nadatod, a private unaided co-educational school, stands as a vital educational institution in the rural landscape of Dev. Baria block, Dohad district, Gujarat. Established in 2009, this higher secondary school caters to students from classes 11 to 12, offering instruction primarily in Gujarati.

The school’s infrastructure, though modest, is functional and supportive of its educational mission. Housed in a rented building, it boasts a pucca boundary wall, ensuring a secure learning environment. Reliable electricity and readily available tap water further enhance the learning experience. A well-maintained playground and a library stocked with 265 books enrich the students’ overall development, fostering both physical activity and intellectual curiosity. The presence of ramps for disabled children demonstrates a commitment to inclusivity. A single computer aids teaching and learning, reflecting a developing technological integration within the school’s operation.

The school’s academic program focuses solely on higher secondary education (classes 11 and 12), following the state board curriculum. Three male teachers dedicate themselves to educating the students, providing a crucial support system within the institution. The school’s administration emphasizes a strong academic foundation, while also providing a safe and supportive learning space. The lack of a pre-primary section and the absence of a mid-day meal program reflect the school’s current focus and resource limitations.

The school’s facilities include one functional boys’ toilet and one functional girls’ toilet, ensuring basic sanitation needs are met. The availability of a playground underscores the school’s commitment to promoting physical activity and the overall well-being of the students. The library, a vital component of the learning environment, contains a collection of 265 books, offering students access to a wider range of information and supplementary reading material. The provision of ramps highlights the school’s attention to accessibility and inclusivity for students with disabilities.

The school’s rural location presents both challenges and opportunities. While it serves a community with specific needs, it might face accessibility issues related to transportation and technology. The school’s commitment to providing a functional education in a limited-resource setting underscores its importance to the local community.

While the school operates without a pre-primary section or midday meals, the availability of basic amenities such as electricity, clean drinking water, and functional sanitary facilities speaks to its ongoing efforts in providing a conducive learning atmosphere. The dedication of its three male teachers signifies a commitment to quality education within the limitations of its resources.

The school’s management structure, being privately unaided, suggests its reliance on independent funding and community support. This further emphasizes the importance of its role in providing secondary education within its locality, serving as a cornerstone of educational opportunity in a rural setting.

The presence of a library, though modest in size, contributes significantly to the enrichment of the educational experience, promoting literacy and intellectual stimulation amongst the students. The inclusion of ramps underscores the school’s forward-thinking approach toward inclusivity and accessibility, catering to the diverse needs of its student population.

Furthermore, the school’s location in a rural area underscores its crucial role in providing educational opportunities for students who might otherwise lack access to secondary education. By serving this specific community, it plays a pivotal role in fostering educational advancement and community development.

In conclusion, SHRI C.M. Tadvi U.M. Sala Nadatod exemplifies a dedicated educational institution serving a rural community. While facing resource constraints, its commitment to providing a solid secondary education in Gujarati, along with essential facilities and a focus on inclusivity, makes it a valuable asset to the Dev. Baria region.