VISHIVNATH VID WANGI

VISHIVNATH VID WANGI was established in 1997 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BEED block of BID district of Maharashtra. The school consists of Grades from 5 to 12. 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 4 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 Well and it is functional. The school has 1 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 230 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 Provided and Prepared in School Premises providing mid-day meal.

Vishvinath Vid Wangi: A Comprehensive Profile of a Rural Maharashtra School

Vishvinath Vid Wangi, a co-educational school nestled in the rural landscape of Bid district, Maharashtra, stands as a testament to the commitment to education in underserved communities. Established in 1997 under the Pvt. Aided management, this upper primary school with secondary and higher secondary sections (grades 6-12) plays a vital role in shaping the future of its students. Its location in the BEED block ensures accessibility to students from the surrounding areas.

The school’s infrastructure, while modest, provides a functional learning environment. Housed in a rented building, it boasts four classrooms in good condition, along with additional rooms dedicated to non-teaching activities and a separate space for the school’s administration. A partial boundary wall surrounds the school, providing some level of security and privacy. Importantly, the school is equipped with electricity, ensuring a more conducive learning atmosphere.

The school’s commitment to providing a holistic education is evident in its resources. A well serves as the primary source of drinking water, ensuring students’ hydration throughout the school day. The presence of a playground allows for physical activity and recreation, contributing to the overall well-being of the children. The library, stocked with 230 books, provides access to a wealth of knowledge and supports a culture of reading.

The teaching staff comprises 15 teachers – 13 male and 2 female – dedicated to imparting quality education. Marathi serves as the primary language of instruction, fostering a sense of cultural identity among the students. The school follows the State Board curriculum for Class 10 and utilizes a different board for Class 10+2. Notably, the school prepares and provides midday meals on its premises, addressing the nutritional needs of its students.

Technological resources, though limited, are available. Five functional computers are available for teaching and learning purposes, assisting in enhancing the educational experience. While computer-aided learning is not currently implemented, the presence of these computers lays the groundwork for potential future development in this area.

The school’s commitment to accessibility, though still developing, is noteworthy. The lack of ramps for disabled children presents an area for future improvement, highlighting the ongoing need for making the school’s facilities fully inclusive.

The school’s operational hours align with the academic calendar, starting its session in April. This consistency provides a predictable structure for both students and teachers. The management’s consistent efforts to maintain a functional school environment are a testament to their dedication.

The school’s rural setting poses unique challenges, but also offers opportunities for growth. The school’s commitment to providing a quality education in a resource-constrained environment reflects its dedication to the local community and underscores the importance of supporting educational initiatives in rural areas.

In conclusion, Vishvinath Vid Wangi is a functioning school that provides essential education services in a rural area, demonstrating its commitment to its students’ academic and holistic development. Further investment in infrastructure and resources, particularly in making it more inclusive, could strengthen the school’s ability to better serve the community.