KHWAJA GARIB NAWAJ URDU HIGH SCHOOL PATUR

KHWAJA GARIB NAWAJ URDU HIGH SCHOOL PATUR was established in 2000 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in PATUR block of AKOLA district of Maharashtra. The school consists of Grades from 5 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 4 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 Well and it is functional. The school has 2 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 1500 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 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.

Khwaja Garib Nawaz Urdu High School Patur: A Comprehensive Overview

Khwaja Garib Nawaz Urdu High School Patur, established in 2000, is a privately aided co-educational institution located in the urban area of Patur, Akola district, Maharashtra. The school, which has undergone a relocation, offers classes from 5th to 10th standard, following the State Board curriculum for its 10th-grade examinations and an “Others” board for higher secondary education. Instruction is primarily conducted in Urdu.

The school’s infrastructure comprises a rented building with four well-maintained classrooms. Supporting facilities include a functional library housing 1500 books, a playground for recreational activities, and a well providing drinking water. Two boys’ toilets and one girls’ toilet are available for students’ use. The school is protected by a pucca boundary wall and benefits from a reliable electricity connection. Furthermore, six computers are available for educational purposes, although a dedicated computer-aided learning lab is not present.

The school’s academic staff includes eight male teachers and one female teacher, totaling nine educators. The school operates within a typical academic session starting in April. Its location is easily accessible via an all-weather road. Notably, the school does not offer a pre-primary section or mid-day meals.

The school’s commitment to providing a conducive learning environment is evident in its existing facilities and resources. The presence of a library, playground, and functional toilets significantly contributes to a comprehensive educational experience.

The availability of computers underscores the school’s attempt to integrate technology into the learning process, despite the absence of a dedicated computer lab. This suggests a focus on utilizing available resources effectively.

The school’s management model, being privately aided, may indicate a blend of public and private funding, potentially impacting its resource allocation and operational capabilities.

The school’s urban setting presents both opportunities and challenges. Access to resources and services may be easier, but it might also face higher operational costs.

The focus on Urdu as the medium of instruction reflects the linguistic context of the region and the school’s aim to cater to the specific educational needs of its student community.

Overall, Khwaja Garib Nawaz Urdu High School Patur, while lacking certain amenities, provides a basic educational infrastructure and qualified teachers to serve its students. Future improvements and expansions could further enhance the quality of education it provides. Its commitment to education in a specific linguistic context is commendable.