DANILIMDA URDU SCH 3

DANILIMDA URDU SCH 3 was established in 2010 and it is managed by the Local body. It is located in Urban area. It is located in AMC block of AHMEDABAD district of Gujrat. The school consists of Grades from 6 to 8. 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. Urdu 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 Government building. It has got 4 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 Under Construction boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 3 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 11 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Danilimda Urdu School 3: A Comprehensive Profile

Danilimda Urdu School 3, a government-run co-educational upper primary school, serves the urban community of Ahmedabad, Gujarat. Established in 2010 under the management of the local body, the school caters to students from classes 6 to 8, providing a crucial educational foundation for this age group. Its instruction medium is Urdu, reflecting the linguistic needs of its student population.

The school’s physical infrastructure plays a vital role in its educational efficacy. Housed in a government building, it boasts four well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities, ensuring a functional and organized learning environment. While the boundary wall is currently under construction, the school enjoys reliable electricity and a readily accessible tap water supply.

Furthermore, Danilimda Urdu School 3 prioritizes student well-being and learning resources. It maintains a library, though currently without books, and provides a dedicated playground for recreational activities. The provision of three boys’ and three girls’ toilets underlines the school’s commitment to hygiene and gender-inclusive facilities. Notably, the school is equipped with ramps for disabled access and 11 functional computers, facilitating computer-aided learning.

The school’s academic program is designed to meet the needs of its students. It follows an academic curriculum suitable for the upper primary level (classes 6-8) with instruction in Urdu. The school has two teachers, one male and one female, working collaboratively to provide quality education. The school also provides meals, though these are sourced externally rather than prepared on-site.

The school’s location in an urban area makes it easily accessible to students. It operates on an academic calendar beginning in April, aligning with the regional educational schedule. The school’s management adheres to local regulations, ensuring compliance with all relevant educational standards.

Danilimda Urdu School 3, despite its relatively modest size, strives to provide a comprehensive education to its students. The school’s commitment to providing computer-aided learning, a library (currently needing stock), and functional facilities highlights its dedication to improving its resources and providing the best possible educational opportunities for its students.

The school’s infrastructure, though still developing in certain areas (such as the boundary wall), adequately supports its academic goals. The provision of separate restrooms for boys and girls reflects a commitment to gender sensitivity and inclusivity within the school environment.

The school’s reliance on external meal providers indicates a need for potential future development in providing a fully integrated school meal program. This could further enhance the overall educational experience for the students.

The availability of 11 computers and a computer-aided learning lab is a significant asset, bridging the digital divide and preparing students for the demands of a technology-driven world. This digital literacy initiative adds a valuable layer to the school’s educational offerings.

In conclusion, Danilimda Urdu School 3 represents a vital educational institution within the Ahmedabad community. While there are areas for future improvement, the school’s existing infrastructure and commitment to providing quality education through Urdu instruction and modern resources serves its students well. Its future development promises to further enhance its standing within the educational landscape of the region.