JAWALGE URDU SECONDARY & HIGHERSECONDARY SCHOOL,LOHARA(BK)

JAWALGE URDU SECONDARY & HIGHERSECONDARY SCHOOL,LOHARA(BK) was established in 2013 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LOHARA block of OSMANABAD district of Maharashtra. The school consists of Grades from 9 to 12. 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 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 Pucca boundary wall. The school has 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 no 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 Not Applicable providing mid-day meal.

Jawalge Urdu Secondary & Higher Secondary School: A Comprehensive Overview

Jawalge Urdu Secondary & Higher Secondary School, located in Lohara (BK), Osmanabad district of Maharashtra, India, is a co-educational institution established in 2013. Operating under private, unaided management, the school serves the rural community, providing education from classes 9 to 12. The school’s instruction medium is Urdu, aligning with the linguistic needs of the local population.

Infrastructure and Facilities:

The school occupies a rented building, equipped with three classrooms in good condition. While lacking a playground and library, the school boasts a pucca boundary wall and a reliable electricity connection. Importantly, ramps for disabled students ensure accessibility. Separate functional boys’ and girls’ toilets are available on the premises. The absence of a dedicated drinking water source is a noteworthy aspect requiring attention.

Academic Structure and Teaching Staff:

The school follows the State Board curriculum for both class 10th and 10+2 examinations. Its teaching staff comprises two male teachers, dedicated to providing quality education. The school does not offer pre-primary education or any form of midday meal program.

Accessibility and Operational Details:

The school is easily accessible via an all-weather road, ensuring consistent student attendance irrespective of weather conditions. The academic session commences in April, adhering to the standard academic calendar.

Technological Resources and Computer-Aided Learning:

Currently, the school lacks computer facilities and a computer-aided learning (CAL) lab. This presents an opportunity for improvement, potentially enhancing the learning experience through the integration of technology.

Management and Governance:

As a privately managed institution, the school operates independently, allowing for flexibility in its educational approach. However, its reliance on a rented building highlights the need for long-term infrastructure planning and potential investment.

Community Impact and Future Prospects:

The school plays a vital role in providing secondary and higher secondary education to the rural community. Its commitment to Urdu instruction caters specifically to the linguistic needs of the area. Future growth and development could involve securing a permanent building, establishing a library and playground, and incorporating technology into the curriculum.

Summary of Key Features:

• Location: Lohara (BK), Osmanabad, Maharashtra, India
• Management: Private, Unaided
• Grades: 9-12
• Instruction Medium: Urdu
• School Type: Co-educational
• Building: Rented
• Classrooms: 3
• Toilets: Boys’ and Girls’ (1 each)
• Accessibility: Ramps for disabled students
• Teaching Staff: 2 Male Teachers
• Curriculum: State Board (Class 10 & 10+2)

Conclusion:

Jawalge Urdu Secondary & Higher Secondary School provides crucial educational services to a rural community. While facing certain infrastructural challenges, its dedication to quality education and its unique role in serving the local linguistic needs make it a vital institution deserving of support and further development. Addressing the lack of a library, playground, and drinking water facilities, as well as integrating technology, would significantly enhance the learning environment and student experience.