SHRI CHANGDEV V.NARAYANDOHO

SHRI CHANGDEV V.NARAYANDOHO was established in 1964 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in NAGAR block of AHMADNAGAR district of Maharashtra. The school consists of Grades from 5 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 Rented building. It has got 6 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 Barbed Wire Fencing 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 5 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 3000 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 14 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

SHRI CHANGDEV V.NARAYANDOHO: A Comprehensive Overview of a Rural Maharashtra School

SHRI CHANGDEV V.NARAYANDOHO, a private aided school located in the rural area of NAGAR block, AHMADNAGAR district, Maharashtra, stands as a testament to educational access in the region. Established in 1964, this co-educational institution caters to students from Class 5 to Class 10, offering upper primary and secondary education. With Marathi as the primary language of instruction, the school provides a vital educational service to the community.

The school’s infrastructure is well-equipped to facilitate learning. Housed in a rented building, it boasts six classrooms, all in good condition, ensuring a conducive learning environment for students. The school’s commitment to safety is evident in its barbed wire fencing and functional boys’ and girls’ toilets. The presence of a playground and a library stocked with 3000 books further enriches the learning experience, fostering holistic development among the students. Access to clean drinking water through a tap water facility is another significant feature ensuring the well-being of the students.

Technological advancements also find a place within the school’s framework. The availability of 14 functional computers reflects a commitment to integrating technology into the teaching process, albeit without a dedicated computer-aided learning lab. The school’s commitment to nutrition is underscored by its provision of mid-day meals, prepared on-site, demonstrating a holistic approach to student care.

The teaching staff comprises a dedicated team of 11 male and 3 female teachers, totaling 14 educators who guide and mentor the students. The school utilizes the “Others” board for both Class 10th and 10+2 examinations, adapting to the needs of the community. The absence of a pre-primary section and residential facilities is noted, reflecting the school’s current focus on upper primary and secondary education.

Accessibility is ensured through an all-weather road, making the school readily accessible to students regardless of weather conditions. The academic year commences in April, aligning with the broader academic calendar in the region. The school’s commitment to inclusivity is demonstrated by the provision of ramps for disabled students, emphasizing accessibility for all.

The school’s management, being private aided, works to provide a quality education to its students, navigating the challenges of operating in a rural setting. The school’s successful operation for over half a century stands as a testament to the commitment of its staff and the value placed on education within the community it serves.

The school’s location in a rural area highlights the critical role it plays in providing educational opportunities in a region often underserved by educational facilities. It underscores the need for continued support and investment in rural educational institutions to ensure equitable access to quality education for all.

Further research into the school’s performance indicators and student outcomes would provide a more comprehensive understanding of its impact on the community. Data on student enrollment, academic performance, and teacher training would paint a richer picture of the school’s contribution to the educational landscape of Maharashtra.

SHRI CHANGDEV V.NARAYANDOHO serves as a valuable case study for analyzing the strengths and challenges faced by rural schools. Examining its operational model and resources could inform future initiatives aimed at improving educational access and quality in similar contexts. The school’s sustained operation highlights the resilience and dedication involved in providing education in challenging environments.

The information provided underscores the significant contribution of SHRI CHANGDEV V.NARAYANDOHO to the educational landscape of rural Maharashtra. Its ongoing operation demonstrates a commitment to serving the community’s educational needs and warrants further investigation into its successes and potential for growth.