YASHWANT H S WANGAON

YASHWANT H S WANGAON was established in 2004 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BEED block of BID district of Maharashtra. The school consists of Grades from 8 to 10. 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 1 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 1 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 Provided providing mid-day meal.

YASHWANT H S WANGAON: A Detailed Profile of a Rural Maharashtra School

YASHWANT H S WANGAON, a co-educational secondary school (grades 8-10), stands as a testament to educational access in rural Maharashtra. Established in 2004, this privately managed institution offers a crucial learning environment for students in the BEED block of BID district. Instruction is primarily conducted in Marathi, catering to the local linguistic landscape. The school’s rural setting highlights its role in bridging the educational gap often present in less accessible areas.

The school operates from a rented building, a pragmatic choice reflecting the realities of resource management in many rural schools. Despite its humble beginnings, the school boasts one classroom, ensuring a space for focused learning. The presence of a dedicated room for the headmaster/teacher underscores the commitment to effective school administration.

The lack of a boundary wall highlights the ongoing infrastructural needs of the school. The absence of electricity presents a significant challenge, potentially hindering access to technology and impacting teaching resources. However, the availability of hand pumps provides a crucial source of drinking water, addressing a fundamental health and hygiene requirement for students and staff. The school’s single girls’ toilet is a critical facility, although the need for additional sanitation facilities, particularly for boys, is evident.

The school’s limited resources are further reflected in the absence of a playground and library. While lacking a library, the school does possess a single computer, demonstrating a proactive attempt to incorporate technology despite resource constraints. The absence of a computer-aided learning lab and the lack of a mid-day meal program highlight areas where additional support could significantly enhance the learning experience.

The school’s academic focus on secondary education (grades 9-10) plays a key role in providing students with the foundation needed for further studies. The school follows the State Board curriculum for Class 10, aligning its educational standards with state-level requirements. The absence of a pre-primary section and the focus solely on secondary education emphasizes the school’s current specialized role within the local educational landscape.

The school’s staff comprises five male teachers, reflecting a commitment to providing educational opportunities despite the challenging environment. The absence of female teachers, however, represents an area requiring attention to ensure a balanced and inclusive learning experience. The school is not residential, aligning with the typical structure of secondary schools in the area.

The school’s location, accessible by all-weather roads, facilitates accessibility for students throughout the year. The school’s April academic start date aligns with the typical commencement of the academic year in India. These practical details highlight the school’s efforts to function smoothly within the existing logistical framework. The school’s ongoing needs emphasize the importance of community support and further investment in improving infrastructure and resources.

The YASHWANT H S WANGAON school serves as a vital component of the educational system in its rural community. While facing resource constraints, the school’s dedication to education is commendable. The school’s operational details, from its humble beginnings to its daily functioning, provide valuable insight into the practical challenges and successes of education in rural India. Continued support and investment are crucial to enhance its capacity and further empower the students it serves. Addressing the identified needs regarding infrastructure, technology, and teacher diversity will be instrumental in providing a more comprehensive and enriching learning experience for the students of YASHWANT H S WANGAON.