HAJRAT SURATSHAHA URDU HIGH SCHOOL Ausa

HAJRAT SURATSHAHA URDU HIGH SCHOOL Ausa was established in 2009 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in AUSA block of LATUR district of Maharashtra. The school consists of Grades from 8 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. 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 Rented building. It has got 1 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 Tap Water 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 250 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.

Hajrat SuratShaha Urdu High School: A Comprehensive Overview

Hajrat SuratShaha Urdu High School, located in Ausa, Latur district of Maharashtra, India, is a co-educational secondary school established in 2009. Operating under private aided management, this institution serves students from the urban area, offering a valuable educational resource within its community.

The school’s infrastructure comprises a rented building with one classroom dedicated to teaching. Despite its modest size, the school provides essential amenities, including a functional library housing 250 books, a playground for recreational activities, and readily available tap water for drinking. The school’s commitment to accessibility is evident in its provision of ramps for disabled students.

Technological resources are available in the form of 11 functional computers, though the school currently does not utilize computer-aided learning. The school’s commitment to hygiene is demonstrated by the presence of separate, functional toilets for boys and girls. The building is enclosed by a sturdy pucca boundary wall, and the school enjoys a reliable electricity supply.

Instruction at Hajrat SuratShaha Urdu High School is conducted in Urdu, catering to the linguistic needs of its students. The school’s curriculum covers classes 8 to 10, following the State Board syllabus for class 10. The school’s teaching staff includes four male teachers, dedicated to providing quality education to its students.

The school’s operational structure reflects its commitment to its community. The school is not residential, and does not operate a pre-primary section. The school building itself is solely utilized for its intended educational purpose. Classes commence in April, adhering to the standard academic calendar.

Hajrat SuratShaha Urdu High School provides a valuable educational service in its community, offering a foundational secondary education in a well-maintained, accessible environment. The school’s relatively small size and dedicated teaching staff allow for personalized attention, creating a supportive learning atmosphere.

The school’s resources, while modest, provide a suitable learning environment. The provision of a library and playground underscores the school’s holistic approach to education, nurturing both academic and social development. The availability of computers, even in the absence of a computer lab, suggests a forward-looking attitude towards integrating technology into teaching.

The school’s location within the urban area of Ausa makes it conveniently accessible to students in the vicinity. The school’s management model, being private aided, signifies a commitment to providing quality education while operating under a sustainable funding mechanism.

The school’s focus on Urdu instruction caters to a specific linguistic need in its community, strengthening local cultural identity within the education system. The consistent provision of basic amenities like toilets, water, and a safe learning environment indicates a commitment to student well-being.

The school’s long-term viability, however, will depend on its capacity to adapt to evolving educational needs and technological advancements. Continued investment in resources, teacher training, and curriculum development would be crucial to maintain its quality and relevance in the years to come.

In conclusion, Hajrat SuratShaha Urdu High School represents a significant educational resource for the Ausa community. Its dedication to providing a basic education, coupled with its commitment to student welfare and accessibility, makes it a valuable asset to the local area.