THE BUDDHIST INTERNATIONAL SCHOOL, AURANGABAD/SILVASSA-91

THE BUDDHIST INTERNATIONAL SCHOOL, AURANGABAD/SILVASSA-91 was established in 2014 and it is managed by the Unrecognised. It is located in Urban area. It is located in DADRA AND NAGAR HAVELI block of DADRA AND NAGAR HAVELI(UT) district of Dadra and Nagar Haveli. The school consists of Grades from 1 to 2. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. English 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 2 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 Partial 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has no library and has 0 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.

The Buddhist International School, Aurangabad/Silvassa: A Comprehensive Overview

The Buddhist International School, Aurangabad/Silvassa-91, established in 2014, is an unrecognised co-educational primary school located in an urban area of Dadra and Nagar Haveli. Operating from a rented building, the school provides education for students from Class 1 to Class 2, with a separate pre-primary section also available. Instruction is delivered in English, catering to a diverse student body.

The school’s infrastructure comprises two classrooms in good condition, along with two boys’ toilets and two girls’ toilets, all fully functional. The school boasts a single computer for educational purposes. While it lacks a library and playground, its location ensures accessibility via an all-weather road. The school’s academic year commences in April.

The school’s management is classified as ‘Unrecognised’, signifying its status outside the formal recognition framework of the education system. The school’s leadership comprises one head teacher and three female teachers, all dedicated to providing quality education within its limited resources. The lack of a computer-aided learning lab, library, and playground highlights areas where future development could significantly enhance the learning environment.

Despite its modest size and resources, the school plays a crucial role in providing primary education to the local community. The commitment of the teaching staff is evident in their dedication to providing a quality learning experience, even with limited facilities. The school’s dependence on a rented building and the absence of certain amenities highlight the challenges faced by unrecognised educational institutions.

The school’s partial boundary wall and access to electricity demonstrate a basic level of safety and infrastructure provision. However, the absence of a dedicated drinking water source is a considerable concern, impacting the health and well-being of students and staff. This is an area that requires immediate attention and intervention.

Further improvements could be made by upgrading facilities and introducing extra-curricular activities. A well-equipped library would broaden students’ horizons, while a dedicated playground would promote physical activity and healthy development. The inclusion of a computer-aided learning lab could also significantly enhance the quality of education offered.

The school’s urban location offers accessibility to many students, but its status as an unrecognised institution presents significant hurdles in accessing funding and resources. Overcoming this challenge would undoubtedly lead to improved infrastructure and an enriched learning experience for the students.

The school’s reliance on only three female teachers points to potential staffing constraints. Recruiting additional teachers, particularly male teachers, could contribute to a more balanced learning environment. Professional development opportunities for the teaching staff would also help to elevate the quality of instruction.

The school’s Head Teacher, Roshni P. Meshram, along with her team, works tirelessly to offer a valuable educational service. Their dedication and commitment to educating the next generation are commendable, especially given the limitations within which they operate.

Investing in the Buddhist International School, Aurangabad/Silvassa-91, would not only improve the school’s facilities but also uplift the community by providing a strong foundation for children’s educational journeys. The school is a testament to the resilience and commitment of its staff in overcoming obstacles to deliver quality education in a challenging environment.