M.C.URDU PRI SCH NO-64, MALEGA

M.C.URDU PRI SCH NO-64, MALEGA 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 6 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 But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 a playground. The school has a library and has 350 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 Primary School No. 64, Malega: A Comprehensive Overview

M.C. Urdu Primary School No. 64, located in Malegaon, Nashik district, Maharashtra, is a government-run co-educational institution established in 1979. Operating under the management of the local body, this urban school caters to students from Class 1 to Class 7, providing a crucial educational foundation for the community. The school’s instruction medium is Urdu, reflecting the linguistic needs of its student population. Its convenient location ensures accessibility throughout the year.

Infrastructure and Resources: A Functional Learning Environment

The school boasts a government-constructed building comprising six well-maintained classrooms, providing ample space for effective teaching. These classrooms are supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The school’s infrastructure is further enhanced by a pucca, albeit somewhat broken, boundary wall, ensuring a measure of security and protection. Reliable electricity access ensures a conducive learning environment, while clean tap water caters to the hydration needs of students and staff.

Facilities and Amenities: Supporting Holistic Development

The school prioritizes the well-being of its students, providing essential facilities such as separate functional boys’ and girls’ toilets. A dedicated playground offers opportunities for physical activity and recreation, contributing to the students’ holistic development. A well-stocked library containing 350 books fosters a love of reading and learning, enriching the educational experience beyond the classroom. Accessibility features are also in place, including ramps for disabled children, promoting inclusivity and equal access to education.

Technological Resources and Educational Support

In recognition of the importance of technology in modern education, the school possesses one computer for teaching and learning purposes. While a dedicated computer-aided learning lab is currently absent, the available computer provides a valuable introduction to digital literacy for students.

Staff and Educational Approach: Dedicated Educators and a Focused Curriculum

The school employs a dedicated team of seven teachers: three male teachers and four female teachers, working collaboratively to provide a comprehensive and supportive learning experience for the students. The head teacher, Ashfaque Ahmed Md. Umar, leads the school’s educational mission, ensuring high standards and effective curriculum delivery.

Meal Provision and Community Engagement: Strengthening Educational Outcomes

The school actively participates in providing mid-day meals, though the meals themselves are not prepared on-site. This collaboration with external providers helps ensure that students’ nutritional needs are met, supporting their learning and overall well-being.

Summary: A Valuable Educational Resource for the Community

M.C. Urdu Primary School No. 64 plays a vital role in the educational landscape of Malegaon. Despite some infrastructural limitations, the school provides a reasonably well-equipped and supportive environment for its students. Its dedication to providing a quality education, combined with its commitment to student welfare, makes it a valuable community asset. The school’s commitment to education, despite its resource constraints, demonstrates its dedication to the students and the community it serves.

Conclusion: Promoting Educational Growth and Community Development

Through its dedicated staff, accessible location, and provision of basic amenities, M.C. Urdu Primary School No. 64 continues to be a beacon of hope and opportunity for the students of Malegaon. Ongoing support and improvements could further enhance its already commendable efforts in fostering educational excellence.