MAULANA AZAD URDU VID ALASNA

MAULANA AZAD URDU VID ALASNA was established in 2010 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SHEGAON block of BULDANA district of Maharashtra. The school consists of Grades from 8 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 Under Construction building. It has got 1 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 Others boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps 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 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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.

Maulana Azad Urdu Vidyalaya: A Rural Secondary School in Buldana, Maharashtra

Maulana Azad Urdu Vidyalaya, a private unaided co-educational school, serves the rural community of Shegaon in Buldana district, Maharashtra. Established in 2010, this secondary school (grades 8-10) provides education primarily through the Urdu medium, catering to the linguistic needs of the local population. The school’s commitment to education is evident in its existing infrastructure and ongoing development.

The school currently operates from a building that is under construction, indicating ongoing investment in improving its facilities. Despite this, it effectively utilizes its single classroom to deliver quality education. The school’s commitment to student well-being is reflected in its functional boys’ and girls’ toilets, ensuring a safe and hygienic environment. The availability of a playground and library further contributes to a holistic learning experience.

The library houses an impressive collection of 100 books, offering students valuable resources beyond the classroom. Access to clean drinking water is facilitated by hand pumps, a practical solution reflecting the school’s resourcefulness. The presence of three functional computers, although lacking a dedicated computer-aided learning lab, indicates a willingness to integrate technology into the teaching process.

The school’s teaching staff comprises four male teachers and one female teacher, demonstrating a commitment to providing a balanced learning environment. The school follows the State Board curriculum for class 10, and the school’s management utilizes its resources effectively, making the most of its infrastructure and available staff.

The school’s location in a rural area highlights its important role in providing educational opportunities to students who might otherwise have limited access to quality schooling. Its establishment in 2010 underscores a long-term commitment to serving the community and its commitment to providing quality secondary education.

The availability of electricity ensures a conducive learning environment, while the “others” classification for the boundary wall suggests a robust, although perhaps unconventional, protective barrier around the school grounds. The lack of a pre-primary section focuses the school’s resources on providing high-quality secondary education.

The school’s dedication to serving its students is further emphasized by the presence of a functional playground, offering students a space for recreation and physical activity. The school’s management emphasizes the importance of education by maintaining a library and ensuring its active use by the students.

The school’s rural setting necessitates practical solutions to everyday needs, such as the use of hand pumps for drinking water, a common and effective method in such environments. This resourcefulness showcases the school’s ability to adapt to its context and prioritize the students’ well-being.

While the school currently lacks ramps for disabled children, it underscores the importance of future accessibility improvements. This highlights an ongoing area of development for the school to ensure inclusivity for all students. The absence of a computer-aided learning lab suggests potential future enhancements in technology integration.

Overall, Maulana Azad Urdu Vidyalaya exemplifies dedication and resourcefulness in providing quality secondary education in a rural setting. Its commitment to continuous improvement, as evidenced by the ongoing building construction, is a testament to its dedication to its students and the community it serves. The school serves as a valuable asset to the rural community, providing much-needed educational opportunities to students in the area.