SMT NAGARBAI S B APANG VID DEGLOOR

SMT NAGARBAI S B APANG VID DEGLOOR was established in 1984 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in DEGLOOR block of NANDED district of Maharashtra. The school consists of Grades from 1 to 7. 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 7 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 Others 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 3 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 1000 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.

SMT Nagarbai S B Apang Vid Degloor: A Comprehensive Overview

SMT Nagarbai S B Apang Vid Degloor, a primary and upper primary school (classes 1-8), stands as a vital educational institution in the urban area of Degloor, Nanded district, Maharashtra. Established in 1984, this Pvt. Aided school offers a co-educational learning environment, catering to students from class 1 to class 7. Instruction is primarily conducted in Marathi.

The school’s infrastructure comprises a rented building with seven well-maintained classrooms. Three boys’ toilets and three girls’ toilets ensure adequate sanitation facilities. A library, stocked with 1000 books, and a playground enrich the learning experience. Importantly, the school features ramps for disabled children, demonstrating a commitment to inclusivity. The presence of electricity ensures a conducive learning atmosphere. The school building is enclosed by an ‘Others’ type boundary wall.

While the school currently doesn’t offer computer-aided learning or have computers available for educational purposes, its robust library and playground contribute significantly to a holistic learning experience. The school’s management prioritizes a safe and accessible learning environment, evidenced by the presence of ramps for children with disabilities.

The teaching staff consists of two male teachers, dedicated to providing quality education. The school operates under the ‘Others’ board for classes 10th and 10+2, reflecting its unique educational approach. The school’s residential status is noted as ‘Yes’, although further details regarding the nature of residential facilities are designated as “N/A”. This suggests a unique setup where housing may be offered to some staff members, though not necessarily students.

Despite not offering a pre-primary section or midday meals, the school successfully provides a crucial educational service within the community. The absence of these programs could be subject to specific local circumstances or funding priorities, requiring further investigation.

The school’s physical location is easily accessible by road, enhancing its convenience for students and staff. Its operational calendar aligns with the common academic year, commencing in April. The school’s management clearly prioritizes access and functional facilities, despite some limitations in resources.

The school’s robust library, adequate toilet facilities, and playground highlight a dedication to providing a conducive learning environment. Its commitment to accessibility, through the inclusion of ramps for disabled children, underscores a focus on inclusivity. The school’s unique management structure and academic approach deserve attention from educational researchers and policymakers.

The limited information on the school’s head teachers necessitates further investigation, as it leaves a gap in our understanding of the school’s leadership structure. However, the available details paint a picture of a functional school dedicated to providing primary and upper primary education in a resource-constrained setting.

Further research into the school’s specific challenges and successes could provide valuable insights into educational practices in similar contexts. This could illuminate best practices and highlight areas for improvement in educational provision in underserved communities.