HAJI SHAKOORM.S. CHODHLI URDU

HAJI SHAKOORM.S. CHODHLI URDU was established in 1974 and it is managed by the Department of Education. It is located in Rural area. It is located in BELDOUR block of KHAGARIA district of Bihar. The school consists of Grades from 1 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. 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 Government building. It has got 3 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 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 Provided and Prepared in School Premises providing mid-day meal.

HAJI SHAKOORM.S. CHODHLI URDU School: A Profile

HAJI SHAKOORM.S. CHODHLI URDU, a government-run primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Bihar, India. Established in 1974 under the Department of Education, it serves the BELDOUR block of KHAGARIA district. The school’s co-educational environment fosters learning for boys and girls alike, contributing to the community’s educational development.

The school’s infrastructure comprises a government building with three well-maintained classrooms, dedicated spaces for non-teaching activities, and a separate room for the head teacher. While lacking a boundary wall and electricity, the school boasts a functional playground, providing essential space for physical activity and recreation. The provision of hand pumps ensures access to clean drinking water, a crucial factor in maintaining a healthy learning environment. Importantly, ramps are available, ensuring accessibility for students with disabilities.

The teaching staff consists of a dedicated team of 13 educators, including 5 male and 8 female teachers, all working under the guidance of head teacher MD ARIF. Hindi serves as the primary language of instruction, catering to the local community’s linguistic needs. The school’s commitment to its students extends to providing midday meals, prepared and served on the school premises, addressing nutritional needs and promoting regular attendance.

The school’s academic approach is comprehensive, offering a balanced curriculum aligned with the needs of students from class 1 to class 8. While it doesn’t have a pre-primary section or computer-aided learning facilities, its focus on fundamental education lays a strong foundation for future learning. The school’s affiliation with “Others” boards for class 10 and 10+2 reflects its adaptability to the local educational context.

The location of the school in a rural setting highlights its vital role in bridging the educational gap and empowering the community. Its readily accessible location, via all-weather roads, ensures consistent attendance despite varied weather conditions. The school’s operational structure, starting its academic session in April, further demonstrates its integration with the local calendar and community rhythm.

The school’s facilities, though modest, reflect a dedicated approach to providing basic educational needs. The presence of separate boys and girls toilets ensures privacy and hygiene, while the playground promotes physical well-being. The absence of a library doesn’t diminish the school’s commitment to education; it points to potential areas for future development and resource enhancement.

Further development could focus on securing electricity, constructing a boundary wall, and establishing a library. The addition of computer-aided learning would significantly enhance the learning experience. However, the existing infrastructure and committed teaching staff provide a solid foundation for continued educational success in the community.

The school’s commitment to providing a safe and supportive learning environment is evident. The provision of midday meals, accessibility for students with disabilities, and the dedication of the teaching staff all contribute to a holistic approach to education. The school’s operational efficiency and integration with the local community further exemplify its positive impact on the lives of its students.

In conclusion, HAJI SHAKOORM.S. CHODHLI URDU school serves as a cornerstone of education in its rural community. Despite resource limitations, its dedicated staff and commitment to providing a safe and supportive learning environment make it a valuable asset to the community. The school’s continued success relies on its ability to adapt and evolve, potentially leveraging opportunities for resource expansion and enhancing its infrastructure. Its enduring contribution to the education of the community is undeniable.

The school’s success story demonstrates the importance of even basic educational facilities in rural areas. The commitment to providing a complete educational experience, combining academic instruction with essential facilities like drinking water and toilets, highlights the school’s holistic approach to development. Further investment and support could elevate the school to new heights, enabling it to achieve even greater educational outcomes.