VIVEKANANDA V L NAMBALA

VIVEKANANDA V L NAMBALA was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DANDEPALLY block of ADILABAD district of Telangana. The school consists of Grades from 1 to 7. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Telugu 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 7 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 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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 Provided providing mid-day meal.

Vivekananda V L Nambala: A Rural Primary School in Telangana, India

Vivekananda V L Nambala is a primary school located in the rural Dandepally block of Adilabad district, Telangana, India. Established in 2005, this co-educational institution offers education from Class 1 to Class 7, playing a vital role in the community’s educational landscape. The school is privately managed and operates under the “Pvt. Unaided” management model. Telugu serves as the primary language of instruction.

The school’s infrastructure includes seven well-maintained classrooms housed in a rented building. Supporting the learning environment are a library stocked with 200 books, a functional playground, and a reliable electricity supply. The school’s commitment to hygiene is evident in the provision of two boys’ toilets and two girls’ toilets. A well serves as the source of drinking water. The school is surrounded by a sturdy pucca boundary wall, ensuring safety and security.

The teaching staff comprises eight educators—four male and four female teachers—dedicated to providing quality education to the students. The school’s academic curriculum covers primary and upper primary levels (Classes 1-8), following a standard syllabus. The school’s commitment to academic excellence is further evidenced by its affiliation with “Others” boards for Class 10th and Class 10+2 examinations. While the school does not offer pre-primary education or a computer-aided learning lab, its focus remains on providing a strong foundation in basic education.

The school’s rural location presents unique challenges and opportunities. Its accessibility via an all-weather road is a significant advantage, ensuring regular student attendance, regardless of weather conditions. The school’s location in a rural area reflects its dedication to serving the educational needs of the local community. The school’s April academic start date aligns with the regional calendar.

The school’s management strives to provide a conducive learning environment despite operating in a rented space. The available resources, including the library and playground, aim to complement classroom learning and foster holistic development among students. The absence of mid-day meals is noted, highlighting an area that could benefit from further support. The lack of computers and computer-aided learning facilities could present a challenge in adapting to modern pedagogical approaches and leveraging technology in education.

The absence of ramps for disabled children indicates a potential area for improvement in terms of accessibility. Future initiatives focused on enhancing accessibility and inclusive education would significantly benefit the student population. The school’s overall functionality is evident through the upkeep of facilities such as toilets and water sources, showcasing a commitment to maintaining a clean and healthy environment.

Despite some limitations, Vivekananda V L Nambala school plays a significant role in providing basic education to children in the rural areas of Telangana. Its dedicated teaching staff and basic infrastructure demonstrate a commitment to educational provision in a resource-constrained setting.

The school’s information provides valuable insight into educational provision in rural Telangana. Further investigation into similar institutions could shed light on broader trends and challenges in providing quality education across rural communities. The data also highlights the importance of continued support and investment in infrastructure, resources, and teacher training to ensure the long-term success of such vital educational institutions.

The geographical location and the type of management provide a context for understanding the school’s operations and resource allocation. The school serves as a case study for examining factors that influence the delivery of education in rural areas, highlighting both the challenges and the achievements of such institutions.

The information provided reveals the essence of a typical rural school in India and the dedication of those who work to ensure that children in underserved areas have access to education. The school’s ongoing operation despite resource limitations underscores the importance of continued support from governmental and non-governmental organizations.