Vidyalankar - Naik Wadi, Thane - Reviews, Fee Structure, Admission Form, Address, Contact, Rating
Description of Vidyalankar, Naik Wadi, Thane
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Bhagyavridhi, 3rd Floor, Behind Alok Hotel, Naik Wadi, Thane West, Mumbai, Maharashtra 400602
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Reviews of Vidyalankar, Naik Wadi, Thane (5)
Nov 18, 2016
BEST class for engineering... Excellent teaching staff... They'll make your concepts very clear and non teaching staff is supportive as well... Classrooms are always Spick-And-Span... It has been successful for producing rankers and toppers in every field only because of this quality service they provide... I'd like to name some of BEST of BEST teachers for some subjects 1) Prashant Gupta - Engineering Mechanics, Engineering Drawing 2) Mandar Sohani - SPA, OOPM 3) Shantanu Pal - Maths 1 to Maths 4 (all) 4) Piyush Dave - BEE Don't go to another teachers other than this... These teachers are BEST in their subjects and they know very well how to teach students so that they'll grasp the topic easily. It's my personal experience... I've been able to score 9.31 pointers in both semesters 1 & 2 with professional teaching under the guidance of these sir
Nov 18, 2016
Been there for 2 years(IIT JEE Coaching). The class is fine. Fine faculty. Office staff is good and interacts very well.
Nov 18, 2016
Best teaching faculty and non teaching staff was also very supportive...
Nov 18, 2016
classrooms are very small and not so comfortable..... And teaching faculty is OK not so GOOD.....
Endowed with a gift of good academic career, C. S. Deshpande completed his Inter Science Examination in 1950 from Willingdon College, Sangli with a spectacular performance by standing FIRST in the University, winning all the University prizes and scholarships in all the subjects and creating records in Mathematics and in Aggregate total marks. (The 2nd rank student was behind him by as many as 70 marks i.e. by 10%).
After completing his B.E. (Electronics and Telecom.) from the College of Engineering, Pune, he joined the prestigious T.I.F.R. (Tata Institute of Fundamental Research) in 1954 as a research scholar in Nuclear Particle Accelerator Section. His name was specially recommended by his principal to Dr. Homi J Bhabha, the noted scientist and the founder of TIFR In the following year, he appeared at the I.E.S. ( Indian Engineering Services) Examination and secured the top rank in this All India Competitive examination. He was posted in the I.R.S.E. (Indian Railway)
Service of Engineers) as a Class I gazetted officer and worked in the Railway Electrification project at Calcutta for a few years. During this period, he developed personal contacts with several leading engineers in the country and the top engineering teachers in various reputed institutes like I.I.T.’s, B.H.U, Roorkee Engg. University, Indian Statistical Institute, Calcutta and above all, Sir C.V. Raman, the great scientist and Nobel Laureate. While working as a Railway Electrification Engineer, he realized that his intrinsic interest was in the field of teaching and writing Mathematics and Mathematical Engineering Subjects. This realization led to a painful internal conflict between treading a conventional path of continuing with the coveted Govt. Class I service and an unconventional risk of walking out of such secure civil service and undertake a struggle of establishing his own institute for teaching, writing and publishing.
Eventually, he did take the unconventional decision of resigning from the prestigious I.R.S.E. to return to Bombay to start his own academic institute.
On the auspicious day of DASARA in OCT. 1960, he launched his own A.M.I.E. classes in a rented school class room. That was the modest beginning of Vidyalankar in the Shardashram school of Dadar. After operating from another school at Matunga (West) for one year and yet another at Mahim for next two years, in May ’64 Vidyalankar could afford its own rented premises at Mahim and finally in 1974 it arrived at ‘PEARL CENTRE’, its present premises in DADAR.
Thus, the Basic objective of establishing this Institute was neither commercial nor merely to earn a livelihood. The Basic Objective was to satisfy the inner urge of dedicating oneself to the sincere academic pursuit and to guide the eager young students with a missionary zeal, to enhance their worthiness and imbibe the nobler values of life in their receptive minds not by empty words but by one’s own example.