NATIONAL URDU HS KERHALA

NATIONAL URDU HS KERHALA was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SILLOD block of AURANGABAD (MAHARASHTRA) district of Maharashtra. The school consists of Grades from 8 to 9. 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 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 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

National Urdu High School Kerhala: A Detailed Profile

National Urdu High School Kerhala, established in 2014, is a private, unaided co-educational secondary school located in the rural area of Sillod block, Aurangabad district, Maharashtra. The school caters to students from classes 8 to 9, offering instruction solely in Urdu. Its unique focus on Urdu language education makes it a valuable resource for the community.

The school operates from a rented building, equipped with a single classroom. Despite its modest size, the school maintains a functional learning environment. The facilities include separate boys and girls toilets, ensuring basic sanitation needs are met.

The school’s academic focus is on secondary education (classes 9-10), following the State Board curriculum. The teaching staff comprises a single male teacher, dedicated to providing quality education within the available resources. The school’s management emphasizes a commitment to providing education despite the limited infrastructure.

While the school lacks certain amenities common in larger institutions, such as a library, playground, computer lab, and boundary wall, its primary focus remains on providing essential education. The absence of these facilities underscores the need for further investment and support to enhance the learning environment and provide students with a more holistic educational experience.

The lack of electricity and a reliable source of drinking water highlights the challenges faced by the school. These infrastructural limitations underscore the need for external support to improve the facilities and ensure a healthier and safer learning environment for students.

The school’s location in a rural area presents both opportunities and challenges. While it serves a vital role in providing education to students in the community, access to resources and technology can be more difficult compared to schools in urban settings.

The school’s management operates independently without government aid, relying solely on private funding. This highlights the resilience of the institution and the commitment of its staff to providing education in a resource-constrained environment.

Despite the limitations, the school provides a critical educational service to the community. The single classroom serves as a hub for learning, fostering a sense of community and academic engagement among the students. The dedicated teacher plays a crucial role in shaping the students’ academic journey.

The school’s modest infrastructure does not diminish the importance of its role in providing access to education. The dedication of the staff and the students’ commitment to learning create a vibrant learning environment despite the challenges. This illustrates the resilience of communities committed to providing quality education, even with limited resources.

The National Urdu High School Kerhala stands as a testament to the commitment to providing education, even in the face of resource constraints. The school’s unique focus on Urdu instruction, combined with its dedicated staff, makes it an important part of the local community. Future development and investment could significantly improve the school’s facilities and broaden its educational offerings.