RACHNA IYER 1

SANT GADGE MAHARAJ HIGH SCHOOL, KONDHWA, PUNE, INDIA

Responsible for providing civic needs and infrastructure to a population of around 50 lakhs,
the Pune Municipal Corporation (PMC) is the highest administrative body in Pune. With an
annual budget of around Rupees 3000 crores, the PMC allocates around 350 crores for education
in Pune. The Pune Primary Education Board (Shikshan Mandal) is the prime responsible body
for providing primary education (K-8) to the children of Pune.
Typically, PMC school classrooms are bigger in terms of class sizes. The students do not have to
pay a fee and their books and uniforms are provided by the government. In most of the schools
the same building is shared by more than one medium school working in different shifts. This
poses a problem of the charts and resources in the classroom being taken off by kids from other
mediums. Often multiple approvals are required to carry out activities such as extra classes,
taking kids on field trips, bringing volunteers, etc.

Facts About the School:

Name of School: Sant Gadge Maharaj, 82G
Address: 82G Kondhwa Khurdh, Kondhwa Road, Pune
Timings: Reporting time: 7:00 am; Assembly starts: 7:10am; School ends: 1:00pm
Medium: English, Hindi, Marathi, Urdu and Gujrati Medium- all sharing the same infrastructure
Vision: Sant Gadge Maharaj EMS, is a school that imparts holistic, life-long learning which
empowers the child to be the architect of his own life and an ambassador of good,
compassionate, just and productive citizenship.
Mission: To provide our students with an outstanding educative environment that is enjoyable,
safe, happy, caring, sustainable and stimulating.
School Values:
• Engage students in effective learning experiences
• Motivate students to discover their potential
• Facilitate the development of their personal and social skills
• Create opportunities to excel
• Celebrate creativity and achievement
• Evoke a sensitivity towards others and the environment
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• Collaborate with our stakeholders

• Trust the power of prayer
School’s Structure:
The Indian school system follows the British structure. Primary school consists of grades 1-5
(ages 6-11) and middle school consists of grades 6-8 (ages 11-14). SGMEMS, follows a similar
structure and in addition has a high school consisting of grades 9-10 (ages 14-16) which was
started only in 2014 due to the combines effort of the local authorities and the Head Mistress.
Student Population:
SGMEMS, caters to students coming from low-income families from NIBM, Shivneri,
Mithanagar and Kondhwa Budruk. Most of the kids come from these areas and primary
occupation of the parents of most of the kids is either an auto rickshaw driver, shop owner or a
daily wage worker. There is an equal mix of students from all backgrounds and religions.
Though there are underlying currents of communal issues in the community, the students are a
united bunch.
Teacher Experience:
Teacher Experiences at SGMEMS are fairly positive. The Head Mistress is extremely invested in
student success and is always willing to explore new innovations and approaches to teaching and
learning. This also gives teachers the flexibility to tweak the curriculum according to class needs.
However, since the school falls under the purview of the Education Board, it is the teacher’s
responsibility to ensure that the SSC Curriculum is completed by the end of the academic year.
Another factor that promotes a positive teacher experience is that the teachers come from the
same community as the students. Thus, they connect with them on a personal level which
leverages both student and teacher interest.
Community Demographics:
The NIBM, Shivneri, Mithanagar and Kondhwa Budruk communities are a predominantly Hindu
working-class community of nearly 60,000 residents. Though most of the community is Hindu,
there is a large part of the community that is also Muslim. In 2012, due to some political unrest,
there was a major rift between the two communities. This however, settled over time and is not a
reason of concern today. Poverty statistics demonstrate that one in four families come from low
income, high needs backgrounds. Employment statistics indicate that most of the people from
this community are employed in construction, manufacturing and daily wage jobs. 85% of
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families have only one bread winner while a meager 15% have two-three earning members. Of
approximately 60,000 only 20% percent can read and write English; almost 80% percent speak a
native language which is either Hindi/Marathi. The result of this overwhelming majority of the
non-English speakers in the community, can be seen in the classroom, wherein students are
mostly English Language Learners.
Curricular Focus:
All schools in the state are required to follow the specific syllabi prescribed for them by the State
Education Department. The syllabi for the various subjects are drawn up by committees of
teachers and other educationists. The Curriculum Development Unit (CDU) formulates
curriculum for primary level (I- XIII), upper-primary and secondary level. It also acquaints
teachers with the new curriculum, and assists them by providing any other additional related
materials. Revision of the curriculum is conducted only when there is a change in policy that
calls for it.
The Head Mistress of SGMEMS, encourages teachers to move beyond the realm of the state
curriculum and hone students thinking, learning and analyzing skills. She encourages discussions
and debates in the classroom on current affairs to keep the students abreast about information
and supports co-curricular activities be it a pursuing a form of art or sport.