SUKHADEORAO ABHYANKAR VID HANTODA

SUKHADEORAO ABHYANKAR VID HANTODA was established in 2004 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in ANJANGAON SURJI block of AMRAVATI district of Maharashtra. The school consists of Grades from 8 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 1 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 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 786 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 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.

Sukhadeorao Abhyankar Vid Hantoda: A Comprehensive Overview of a Rural Secondary School

Sukhadeorao Abhyankar Vid Hantoda, a co-educational secondary school, stands as a vital educational institution in the rural landscape of Maharashtra, India. Established in 2004, this privately managed school offers a crucial educational service to the community, catering to students from classes 8 through 10. Its location in the Anjangao Surji block of Amravati district places it within reach of students in a predominantly rural area. The school’s commitment to education is underscored by its well-maintained facilities and dedicated teaching staff.

The school’s infrastructure, while modest, is functional and effectively serves its purpose. Housed in a rented building, it comprises one classroom, ensuring a focused learning environment for its students. The school boasts a well-maintained playground, providing a valuable space for recreation and physical activity, vital for the holistic development of the students. Complementing this is a functional library, stocked with an impressive collection of 786 books, offering students access to a wide range of resources.

The school’s commitment to providing a safe and hygienic learning environment is further highlighted by the presence of separate boys’ and girls’ toilets. The school’s boundary is secured by barbed wire fencing, providing a measure of safety and security for the students. Moreover, the availability of electricity ensures a conducive learning environment, facilitating the use of educational tools and resources.

The teaching staff consists of five dedicated educators, including four male teachers and one female teacher, ensuring a balanced and supportive learning environment. Instruction is provided in Marathi, reflecting the local language and cultural context. The school uses the “Others” board for class 10th examinations, highlighting its adaptability and recognition of diverse educational pathways. The presence of five functional computers further underscores the school’s commitment to integrating technology into the curriculum, though a dedicated computer-aided learning lab is currently absent.

The school’s academic focus is on secondary education, encompassing classes 8 through 10. Its curriculum aligns with the needs of the local community, preparing students for future academic pursuits or vocational opportunities. The school’s rural setting presents both challenges and opportunities, requiring adaptability and resilience from both the students and the teaching staff. The lack of drinking water facilities on the premises however, represents a significant area needing improvement.

The school’s management as a private unaided institution highlights its role within the broader educational landscape. This status emphasizes its reliance on private funding and the community’s support in sustaining its operations. The school’s accessibility via all-weather roads ensures its continuity of operations, even during inclement weather conditions.

While the school is not equipped with ramps for disabled children, accessibility remains an area for potential improvement. Future developments could include the addition of these vital features to ensure inclusivity for all learners. The absence of a midday meal program also presents another area where improvements could be made to further support the students’ overall well-being.

In summary, Sukhadeorao Abhyankar Vid Hantoda functions as a crucial educational hub in the rural region. It demonstrates a significant commitment to providing a fundamental education, albeit with some areas requiring further development. The school’s dedication to its students, supported by its committed faculty and available resources, paints a picture of a resilient and impactful institution within its community.

The school’s success lies in its adaptability and the commitment of its staff. By continuing to focus on student well-being and educational excellence, Sukhadeorao Abhyankar Vid Hantoda is poised to continue its vital role in shaping the future of its students and the broader community it serves. Improvements in areas like drinking water facilities and accessibility for disabled students would significantly enhance the school’s overall effectiveness and inclusivity.

The information provided offers a comprehensive overview of Sukhadeorao Abhyankar Vid Hantoda, emphasizing its strengths and areas for potential growth. The school serves as a testament to the importance of educational access in rural communities, while also illustrating the ongoing challenges and opportunities in providing quality education in these areas.