KULSUM HAJJIN URDU PRI SCH DAREGAON

KULSUM HAJJIN URDU PRI SCH DAREGAON was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MALEGAON block of NASHIK district of Maharashtra. The school consists of Grades from 1 to 7. The school is Co-educational and it 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 Private building. It has got 7 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 have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 180 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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.

KULSUM HAJJIN URDU PRI SCH DAREGAON: A Comprehensive Profile

KULSUM HAJJIN URDU PRI SCH DAREGAON, a private, co-educational primary school located in the rural area of Malegaon block, Nashik district, Maharashtra, has been educating children since its establishment in 2009. Operating under the Pvt. Unaided management, the school offers a unique learning environment with a focus on Urdu as the primary medium of instruction.

The school’s infrastructure comprises seven well-maintained classrooms, two functional boys’ toilets, and two functional girls’ toilets, ensuring a conducive learning environment for its students. A playground and a library stocked with 180 books are available to facilitate extracurricular activities and promote a love for reading. The school also boasts a computer lab equipped with one computer, although it does not currently offer computer-aided learning programs. While the school lacks a boundary wall, it does have a reliable electricity supply and ramps for disabled access.

The academic program caters to students from Class 1 to Class 7, with an attached pre-primary section accommodating younger learners. Four male teachers, along with two pre-primary teachers, form the dedicated teaching staff, committed to providing quality education to the students. The school follows a curriculum leading to the “Others” board for class 10 and class 10+2 examinations, indicating a flexible and potentially adaptable approach to education.

Interestingly, the school’s location, accessibility via an all-weather road, and its April start to the academic session highlight its efforts in ensuring convenient access for students regardless of the season or terrain. The absence of a mid-day meal program is noted, though this may be due to factors not specified in the available data. The school is not a residential school, and there is no mention of a head teacher.

The school’s infrastructure, while modest, effectively serves the educational needs of its student population. The presence of a library, playground, and computer lab, coupled with accessible facilities for disabled students, demonstrates a commitment to providing a holistic and inclusive learning environment.

Furthermore, the school’s use of Urdu as the medium of instruction caters to the linguistic needs of the community, highlighting its integration within its surrounding area. This targeted approach to language instruction could be a significant draw for families in the region.

The school’s private and unaided nature indicates a reliance on tuition fees and possibly donations, highlighting the importance of community support for its continued operation and possible future expansion. Further information on the school’s funding and financial management would be beneficial in a more detailed assessment.

The available data presents a snapshot of KULSUM HAJJIN URDU PRI SCH DAREGAON. Further research may uncover additional details about its curriculum, teaching methods, and overall impact on the community. However, the provided information gives a clear picture of a dedicated school providing basic education in a rural setting.

In conclusion, KULSUM HAJJIN URDU PRI SCH DAREGAON, established in 2009, serves as a vital educational institution in its community. Its unique features, such as the Urdu medium of instruction, and commitment to providing a basic yet functional learning environment, underline its contribution to the educational landscape of Nashik district.

Further exploration into this school’s initiatives and future plans would provide a more comprehensive understanding of its impact on the students and the wider community it serves. Its role in delivering quality education within a rural setting deserves recognition and continued support.