HARIOM ASTHIVANG NIVASI VID SIRSALA

Hari Om Asthivang Nivasi Vid Sirsala: A Comprehensive Profile of a Rural Primary School

Hari Om Asthivang Nivasi Vid Sirsala, a primary school nestled in the rural landscape of the Bid district in Maharashtra, India, stands as a testament to the commitment to education in underserved communities. Established in 2009, this co-educational institution offers primary education from classes 1 to 5, playing a vital role in shaping young minds.

The school's infrastructure, while modest, serves its purpose effectively. Housed in a rented building, it boasts four classrooms in good condition, ensuring a conducive learning environment for its students. The school's resources include a library stocked with 200 books, fostering a love for reading and knowledge acquisition among its pupils. The provision of a midday meal, prepared and served on the school premises, addresses the nutritional needs of the students, allowing them to focus on their education without the burden of hunger.

The school's faculty comprises four male teachers, all dedicated to providing quality education to the children under their care. The head teacher, Pawar S R, leads the school with a focus on providing a nurturing and effective learning experience. The school operates under private unaided management, showcasing the role of private initiatives in supplementing government efforts in education.

Instruction at Hari Om Asthivang Nivasi Vid Sirsala is primarily conducted in Marathi, reflecting the local language and cultural context. The school is easily accessible via all-weather roads, ensuring that students can attend school regardless of weather conditions. The academic year commences in April, adhering to the standard academic calendar.

While the school lacks certain amenities commonly found in urban schools, it demonstrates a steadfast commitment to providing a basic, yet functional educational environment. The presence of separate boys and girls toilets highlights the school's attention to hygiene and sanitation. The school's electricity connection ensures sufficient lighting and access to technology where available. However, the absence of a boundary wall, playground, and computer-aided learning facilities presents opportunities for future development and enhancement.

The school's rural setting underscores the importance of educational access in remote areas. The school's residential nature, though not elaborately specified, likely suggests support systems for students who may reside far from the school.

Hari Om Asthivang Nivasi Vid Sirsala’s commitment to providing primary education in a rural setting makes it a significant community asset. Its dedication to education in the face of resource limitations is commendable. The school serves as an example of how smaller, private initiatives can make a meaningful contribution to the educational landscape of India.

The school's infrastructure and resources, while not extensive, are adequate to deliver a basic education to its students. The lack of certain facilities, however, highlights potential areas for improvement and future development, including the addition of a playground, computer lab, and boundary wall.

The dedicated teaching staff plays a crucial role in the success of Hari Om Asthivang Nivasi Vid Sirsala. Their commitment to education in a rural setting is commendable, and their efforts contribute to the overall growth and development of the community. The school's leadership, under the guidance of the head teacher, Pawar S R, fosters a positive learning environment and sets high standards for academic achievement.

Hari Om Asthivang Nivasi Vid Sirsala serves as a valuable example of the challenges and successes of providing education in a rural environment. Its story highlights the crucial role of both private initiatives and community support in ensuring access to education for all children. The school's continued operation and commitment to its students underscores its importance to the local community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.