JAMIR SAYYADA FATEMA JOHRA KALAMNURI

JAMIR SAYYADA FATEMA JOHRA KALAMNURI was established in 2015 and it is managed by the Central Govt.. It is located in Rural area. It is located in KALAMNURI block of HINGOLI district of Maharashtra. The school consists of Grades from 1 to 8. 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. 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 11 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 0 boys toilet and it is functional. and 5 girls toilet and it is functional. The school has no playground. The school has a library and has 2000 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 Applicable providing mid-day meal.

JAMIR SAYYADA FATEMA JOHRA KALAMNURI: A Comprehensive Profile of a Rural Girls’ School

JAMIR SAYYADA FATEMA JOHRA KALAMNURI, a primary and upper primary school (classes 1-8) located in the rural area of KALAMNURI block, HINGOLI district, Maharashtra, stands as a testament to educational progress in a rural setting. Established in 2015 under the Central Government’s management, this girls’ school offers a unique educational experience.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. Housed in a rented building, it boasts 11 well-maintained classrooms, ensuring ample space for instruction. The presence of a library, stocked with an impressive 2000 books, underscores the school’s dedication to fostering a love of reading and learning. Further enhancing the learning environment is the provision of reliable electricity and a sturdy pucca boundary wall. Access to clean drinking water is ensured through functional hand pumps, demonstrating a commitment to student health and well-being. Importantly, the school features five functional girls’ toilets, prioritizing hygiene and safety. The school’s accessibility is further improved with ramps for disabled children, promoting inclusivity.

The teaching staff comprises four female teachers and one head teacher, SAMEENA B.A.HAFFIJE, dedicated to nurturing the academic growth of the students. Urdu serves as the primary medium of instruction, reflecting the local linguistic landscape. The school’s residential nature provides added support for students, although the specific residential type is not specified.

The school’s academic focus extends from Class 1 to Class 8, providing a comprehensive primary and upper primary education. While it does not offer a pre-primary section or computer-aided learning, the existing resources and dedicated staff strive to maximize the students’ learning potential. The absence of a playground might be considered an area for future development.

Despite not offering midday meals, the school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff. Its location in a rural area makes its services all the more valuable to the community. The fact that the school shifted to its current location emphasizes its dedication to providing accessible education.

The school’s reliance on a rented building, while functional, could present an opportunity for expansion and improvement. Investing in a dedicated school building could provide more space and enhance the overall learning environment. Additionally, exploring the possibility of integrating technology into the curriculum, such as introducing computer-aided learning, could further enrich the educational experience.

However, the current facilities, combined with the dedicated teaching staff, represent a significant contribution to girls’ education in the region. The school’s commitment to providing a safe, accessible, and enriching learning environment is commendable.

The positive aspects of JAMIR SAYYADA FATEMA JOHRA KALAMNURI far outweigh any areas needing improvement. The school’s dedication to education, accessible resources, and its commitment to the community underscore its important role in shaping the futures of young girls.

This school’s success serves as a model for other rural schools. By prioritizing infrastructure, teacher quality, and a conducive learning environment, rural educational institutions can play a crucial role in empowering the next generation. Further investment in resources and facilities could further enhance the school’s already impressive contributions to the community.

JAMIR SAYYADA FATEMA JOHRA KALAMNURI is a shining example of how dedication and accessible resources can make a significant difference in rural education. Its continued success depends on continued support and investment, ensuring that it continues to empower young girls and contribute to the growth of its community.