HAJI DALILKHAN U.B. HIGH SCHOOL

HAJI DALILKHAN U.B. HIGH SCHOOL was established in 1996 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in BHUJ block of KACHCHH district of Gujrat. The school consists of Grades from 9 to 10. 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. Gujarati 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 doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 300 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 not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Haji Dalilkhan U.B. High School: A Comprehensive Profile

Haji Dalilkhan U.B. High School, a private co-educational institution located in the rural outskirts of Bhuj, Kutch district, Gujarat, offers secondary education (classes 9 and 10) under the State Board curriculum. Established in 1996, this Pvt. Aided school plays a vital role in providing education to the local community. Instruction is primarily conducted in Gujarati, catering to the linguistic needs of the students.

The school’s infrastructure, though modest, includes a pucca building with a functional playground and a library housing 300 books. While the school boasts 11 computers for educational purposes, a computer-aided learning lab is absent. The availability of one boys’ toilet and one girls’ toilet ensures basic sanitation facilities. Electricity is present, although it is not currently functional, posing a challenge to the smooth operation of the school. The lack of drinking water facilities underscores the need for immediate improvements in this critical area. The school building is not used as a shift school and is not residential in nature. There are no ramps for disabled students to access the classrooms, highlighting an area needing attention for inclusivity.

The school employs a total of two male teachers, dedicated to imparting knowledge and skills to the students. The absence of a pre-primary section focuses the school’s resources on its core secondary level offering. The school is easily accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions. Academic sessions commence in April, aligning with the standard academic calendar.

The school’s management acknowledges the need for infrastructural upgrades. The absence of functional electricity, the lack of drinking water facilities, and the absence of ramps for disabled students are significant areas for improvement. Acquiring more classrooms to improve the student-teacher ratio is also a priority.

Furthermore, securing a functional electricity supply is paramount to the smooth functioning of the school’s educational activities, including the effective utilization of its existing computers. The school’s leadership needs to explore solutions to improve the drinking water situation, ensuring the well-being of students and staff.

Improving accessibility for students with disabilities through the construction of ramps is another crucial step towards creating a more inclusive learning environment. This will ensure that all students have equal opportunities to access educational resources and participate fully in school activities.

The addition of resources such as a computer-aided learning lab and the establishment of a mid-day meal program would greatly enhance the school’s educational offerings and contribute to the students’ overall well-being. Such additions would require funding and collaborative efforts.

The school’s management remains committed to providing quality education to its students despite its resource constraints. The existing resources are utilized effectively by the two dedicated male teachers. Continuous improvements in infrastructure and resource allocation are crucial to enhancing the quality of education delivered by Haji Dalilkhan U.B. High School.

In conclusion, Haji Dalilkhan U.B. High School serves a vital role in the community, but improvements are needed. Focused efforts on infrastructure, resource acquisition, and addressing accessibility needs will elevate the school’s performance and better serve the local population’s educational needs. Future plans might include exploring partnerships and grant opportunities to secure funding for these crucial improvements.