M.C URDU SCH NO-88, MALEGAON

M.C URDU SCH NO-88, MALEGAON was established in 1979 and it is managed by the Local body. It is located in Urban area. It is located in MALEGAON MC block of NASHIK district of Maharashtra. The school consists of Grades from 1 to 7. 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 Government 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 doesn’t 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 a library and has 240 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 Provided but not Prepared in School Premises providing mid-day meal.

M.C Urdu School No-88, Malegaon: A Detailed Overview

M.C Urdu School No-88, located in Malegaon, Maharashtra, is a government-run, co-educational primary and upper primary school (classes 1-7) established in 1979. Operating under the management of the local body, the school serves the urban community of Malegaon, offering education in Urdu. The school’s infrastructure includes seven classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher.

Despite its establishment decades ago, the school currently lacks essential amenities. The school building does not have a boundary wall, and it operates without an electricity connection. Access to drinking water is unavailable, posing a significant challenge for students and staff. While the school does maintain a library with 240 books, a playground is absent from the school grounds. Accessibility for students with disabilities is limited due to the lack of ramps. However, the school is equipped with one functional computer for educational use.

The school’s teaching staff comprises six female teachers and one head teacher, Ansari Fatenma Md. Siddiqui. The school’s academic curriculum is primarily focused on classes 1 through 7. The school prepares students for the “Others” board for classes 10 and 10+2. It does not offer a pre-primary section. Mid-day meals are provided to the students; however, these meals are not prepared on the school premises.

The school’s infrastructure further highlights areas needing improvement. While functional boys’ and girls’ toilets exist (one each), the absence of a boundary wall, electricity connection, and drinking water poses a significant challenge to the school’s overall functionality and the well-being of its students.

Although lacking several modern facilities, the M.C Urdu School No-88, Malegaon, plays a crucial role in providing primary and upper primary education to the community. Its dedication to Urdu instruction demonstrates a commitment to linguistic diversity and cultural preservation within the region.

The school’s reliance on a solely female teaching staff reflects a unique aspect of its operational structure. Future improvements would focus on equipping the school with necessary resources, such as electricity, a proper boundary wall, a reliable drinking water source, and a playground to improve the overall learning environment and student well-being.

The school’s location in an urban area within Malegaon indicates its accessibility to a significant portion of the local population. The school’s operational model, including its management by the local body and its reliance on externally provided meals, highlights its integration into the community’s structure.

The school’s modest computer resources represent a starting point for integrating technology into education. Future development could involve improving technological infrastructure and integrating computer-aided learning programs to enhance the overall quality of education.

The absence of a pre-primary section suggests a potential opportunity for expansion and provision of comprehensive educational services across a wider age range.

In summary, M.C Urdu School No-88 serves an essential educational purpose within Malegaon, but significant improvements are needed in its infrastructure and facilities to create a more conducive and supportive learning environment for its students. The absence of key amenities underscores the need for investment and support from local authorities and stakeholders.