VIVEKANAND MODERN SCHOOL

VIVEKANAND MODERN SCHOOL was established in 2009 and it is managed by the Unrecognised. It is located in Rural area. It is located in NAWADIH block of BOKARO district of Jharkhand. The school consists of Grades from 1 to 7. 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 Private building. It has got 6 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has a library and has 10 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.

Vivekanand Modern School: A Rural Primary School in Jharkhand, India

Vivekanand Modern School, established in 2009, is a private, co-educational primary school located in the rural area of Nawadih block, Bokaro district, Jharkhand, India. Operating under an unrecognized management, the school serves students from Class 1 to Class 7, with an additional pre-primary section. Instruction is delivered in English, catering to a diverse student body.

The school’s infrastructure comprises six classrooms in good condition, supplemented by two additional rooms for non-teaching activities and a dedicated space for the head teacher. The building itself is private, though the pucca boundary wall is described as broken. While lacking electricity, the school boasts a functional well providing drinking water for its students. A playground and a library stocked with ten books enrich the learning environment.

The school’s teaching staff consists of four teachers: one male, three female, and one dedicated to the pre-primary section. A head teacher, Prakash Hazam, leads the institution. The school’s academic focus is on providing a primary and upper primary education (Classes 1-8), though its current operation covers only up to Class 7. The school’s academic boards are designated as “Others” for both Class 10 and Class 10+2 levels.

Accessibility is a key consideration, with the school being accessible via an all-weather road. The academic session commences in April, aligning with the typical Indian academic calendar. The school building is not used as a shift school, and no residential facilities are offered to students.

The lack of electricity and computers, as well as the absence of computer-aided learning, present opportunities for improvement in the school’s infrastructure and resources. While the school has a library and playground, the limited number of books highlights the need for further investment in educational resources. Similarly, the absence of ramps indicates a need for future accessibility improvements to accommodate students with disabilities.

Although the school doesn’t provide mid-day meals, its dedication to providing a basic education in a rural setting remains commendable. The availability of a pre-primary section also underscores the school’s commitment to early childhood development.

The school’s overall condition, with its functional well and playground, coupled with its dedicated staff, reveals its efforts to provide basic educational services. However, improvements in infrastructure, resources, and technological integration would significantly enhance the learning experience for its students.

Further investments in library resources, the provision of electricity and computers, and the inclusion of accessibility features like ramps would elevate Vivekanand Modern School to even greater heights, empowering its students with more comprehensive learning opportunities.

The school’s location in a rural setting underscores its crucial role in providing educational access to underserved communities. Ongoing support and improvements will be key to ensuring its continued success in educating the youth of the Nawadih block.

In summary, Vivekanand Modern School, despite its challenges, embodies the spirit of providing basic education in a rural setting. With continued support and investments, this school has the potential to thrive and provide its students with a richer learning environment.