UTTAR BUNIYADI ASHRAM SHALA CHHINDIYA

UTTAR BUNIYADI ASHRAM SHALA CHHINDIYA was established in 1981 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in VYARA block of TAPI 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 others 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 Private 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 Tap Water and it is functional. The school has 7 boys toilet and it is functional. and 7 girls toilet and it is functional. The school has a playground. The school has a library and has 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 22 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Uttar Buniyadi Ashram Shala Chhindiya: A Comprehensive Profile

Uttar Buniyadi Ashram Shala Chhindiya, a private secondary school located in the rural VYARA block of TAPI district, Gujarat, India, offers a valuable educational service to the community. Established in 1981 and managed by the Tribal/Social Welfare Department, the school provides a co-educational environment for students from class 9 to class 10. Its commitment to education is evident in its facilities and resources.

The school’s infrastructure, while privately owned, includes seven boys’ toilets and seven girls’ toilets, ensuring hygienic facilities for students. A well-equipped library houses 100 books, fostering a love for reading and learning. The presence of a playground promotes physical activity and healthy development. Importantly, the school boasts access to electricity and a reliable tap water supply.

Technological resources are also readily available. The school possesses 22 functional computers and offers computer-aided learning, enhancing the learning experience and preparing students for the digital age. Instruction is delivered in Gujarati, the local language, making learning accessible and engaging for all students.

The school’s dedicated teaching staff comprises four male teachers and one female teacher, ensuring a balanced and supportive learning environment. The school follows the State Board curriculum for class 10, providing a recognized and respected academic pathway. It’s also noteworthy that the school prepares and provides mid-day meals on its premises, addressing a crucial nutritional need for its students.

While the school does not currently have a pre-primary section or boundary wall, its existing facilities and resources are utilized effectively. The absence of ramps for disabled access remains an area for potential improvement in future development. The school’s focus on providing a quality education within its means makes it a vital part of the local community.

The school’s location in a rural area highlights its crucial role in bridging the educational gap and providing opportunities to students who may otherwise lack access to quality secondary education. The school’s commitment to the community is evident in its provision of a mid-day meal program, directly impacting students’ well-being and ability to focus on their studies.

The school’s use of Gujarati as the medium of instruction ensures cultural relevance and inclusivity. The dedicated teachers, along with the available resources like the computer lab and library, create a comprehensive learning environment. The absence of a pre-primary section could be addressed through future expansion plans to create a complete educational experience.

The lack of a boundary wall may present certain challenges, but it does not appear to significantly hinder the school’s educational function. The school’s management by the Tribal/Social Welfare Department underscores its dedication to serving the needs of the local community and upholding educational equity.

The available data points towards a functional and efficient school committed to providing quality secondary education to its students. The school’s success depends on continued support from both the government and the community, ensuring that the existing infrastructure is maintained and further improvements are implemented in the years to come.

Future development plans could include the construction of a boundary wall for increased security, the addition of ramps to ensure accessibility for disabled students, and the potential expansion to include a pre-primary section, further solidifying the school’s role in the community’s educational landscape. The school’s dedication to providing a quality education, despite resource limitations, serves as a testament to its commitment to the children of the TAPI district.