SHRI TAPOVAN U B SANSKAR TIRTH

SHRI TAPOVAN U B SANSKAR TIRTH was established in 1985 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 No Boundary Wall 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 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 607 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

SHRI TAPOVAN U B SANSKAR TIRTH: A Detailed Profile of a Rural Secondary School in Gujarat, India

SHRI TAPOVAN U B SANSKAR TIRTH, a private aided co-educational secondary school, stands as a vital educational institution serving the rural community of Modasa, Aravalli district, Gujarat, India. Established in 1985, the school provides education from classes 9 to 10, following the State Board curriculum for class 10. Instruction is primarily conducted in Gujarati.

The school operates from a rented building, equipped with a library boasting 607 books, a playground, and a computer-aided learning lab featuring 11 functional computers. These resources significantly enhance the learning environment for the students. The school’s infrastructure includes one boys’ toilet and one girls’ toilet, ensuring basic sanitation facilities for its students.

The school’s dedicated teaching staff consists of four male teachers and one female teacher, totaling five educators committed to providing quality education to its students. The absence of a boundary wall, while not ideal, does not impede the school’s operation. The school is conveniently accessible via an all-weather road.

Importantly, the school lacks a pre-primary section, meaning it caters exclusively to students in secondary grades. The institution does not provide mid-day meals; however, it does have an adequate electricity supply, a crucial element in today’s technology-driven educational landscape.

Despite the absence of ramps, the school remains committed to providing inclusive education to its students. The availability of a library and playground underlines the school’s dedication to providing well-rounded development opportunities for its students.

The school’s location in a rural area highlights its significant role in bridging the educational gap in underserved communities. The use of Gujarati as the medium of instruction ensures that the curriculum is relevant and accessible to the local students.

The school’s management, being private aided, suggests a collaborative effort between private and public entities to support its operational needs. This model often translates to a balance between resource allocation and community support.

The data indicates that the school functions effectively, despite limitations in infrastructure and resources. The existence of a computer lab, along with the substantial number of books in its library, showcases the school’s efforts to provide its students with access to modern technology and learning resources.

The school’s commitment to education is evident in its continuous operation since its establishment. Its ongoing service to the community makes it a valuable asset within the rural landscape of Gujarat. The school’s success can be attributed to the dedication of its teachers and the support of its management and community stakeholders.

In conclusion, SHRI TAPOVAN U B SANSKAR TIRTH represents a dedicated educational institution striving to provide quality secondary education to its students, despite infrastructural limitations. The school’s continued operation and ongoing service to the rural community of Modasa highlight its importance and its positive impact on the lives of its students.