C.C.S. GIRLS HS SCH, KARUDA HATHI

C.C.S. GIRLS HS SCH, KARUDA HATHI was established in 1998 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SHAMLI block of SHAMLI (PRABUDH NAGAR) district of Uttar Pradesh. The school consists of Grades from 9 to 10. The school is Girls 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. Hindi 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 Private building. It has got 0 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 Hand Pumps and it is functional. The school has 5 boys toilet and it is functional. and 5 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 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.

C.C.S. Girls HS Sch, Karuda Hatthi: A Detailed Profile of a Rural Uttar Pradesh School

C.C.S. Girls HS Sch, Karuda Hatthi, a private, unaided school located in the rural area of Shamli district, Uttar Pradesh, offers a unique glimpse into the educational landscape of rural India. Established in 1998, this girls-only secondary school (grades 9-10) serves a specific community, providing essential education within its limitations.

The school’s infrastructure includes a private pucca building, equipped with five boys’ toilets and five girls’ toilets, ensuring basic sanitation facilities. The availability of hand pumps provides access to drinking water, a critical necessity in rural settings. Electricity is readily available, powering the school’s operations. However, the absence of a library, playground, and computer-aided learning facilities highlights the resource constraints faced by the institution.

Instruction is delivered in Hindi, reflecting the local language context. The school boasts a dedicated teaching staff of five female teachers, all contributing to the educational journey of the students. The absence of male teachers or pre-primary sections indicates a specific focus on secondary education for girls.

The school’s operational details shed light on its functioning. The academic session commences in April, aligning with the standard academic calendar. The absence of a midday meal program underscores a key area requiring external support. Furthermore, the lack of computers and computer labs indicates the need for improved technological resources to enhance the learning environment.

The school’s management structure underscores its private, unaided status, requiring it to rely heavily on its own resources and possibly external support for its continued operation. Its rural location presents both challenges and opportunities, as it directly addresses the educational needs of a specific underserved community.

Considering the absence of a pre-primary section, the school focuses solely on secondary education, shaping the lives of young girls in the surrounding community. The school’s focus on secondary education for girls is commendable, contributing to the empowerment of women in the region.

The school’s location in a rural area highlights the complexities of providing quality education in such environments. The absence of certain amenities, such as a library and playground, indicates areas where improvement and external support would significantly enhance the learning experience.

The provision of basic facilities like toilets and access to drinking water demonstrates the school’s commitment to providing a functional learning environment despite its limitations. These facilities address crucial health and hygiene needs, ensuring a safer and healthier experience for students.

The reliance on Hindi as the medium of instruction highlights the school’s commitment to teaching students in their mother tongue. This approach ensures greater comprehension and accessibility, making education more effective and inclusive.

In summary, C.C.S. Girls HS Sch, Karuda Hatthi, while facing resource challenges, plays a vital role in the education of girls in its community. Addressing infrastructural and resource limitations, particularly the lack of technological resources and learning aids, will be key to further strengthening its contribution to local education and female empowerment.