SHAHEED CHANDRA S AZAD H S S UNNAO

SHAHEED CHANDRA S AZAD H S S UNNAO was established in 1998 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in NAVABGANJ block of UNNAO district of Uttar Pradesh. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. Hindi 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 0 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 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 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 Provided providing mid-day meal.

Shaheed Chandra S Azad H S S Unnao: A Detailed Profile of a Rural Secondary School

Shaheed Chandra S Azad H S S Unnao, a private, co-educational secondary school, stands as a testament to educational provision in rural Uttar Pradesh. Established in 1998, this institution serves students from classes 9 to 10, catering exclusively to the secondary level. The school’s location in the Navabganj block of Unnao district places it firmly within a rural context, shaping its character and challenges.

The school’s management, under the Pvt. Unaided banner, reflects its independent operational structure, distinct from government oversight. Its Hindi medium of instruction underscores its strong connection to the local community and cultural landscape. The school’s physical infrastructure includes a pucca (permanent) building, though the number of classrooms remains unspecified. Crucially, the availability of electricity ensures essential operational functionality, while hand pumps provide the school with a functional source of drinking water.

Regarding sanitation, the school boasts one functional boys’ toilet and one functional girls’ toilet, ensuring basic hygiene provisions for its students. However, the absence of a playground and library limits extracurricular opportunities and access to learning resources beyond the classroom. The lack of ramps highlights the need for improved accessibility for students with disabilities.

The school’s teaching staff comprises nine teachers, a blend of four male and five female educators, emphasizing a gender-balanced faculty. The presence of a head teacher, Awadesh Kumar Singh, provides crucial leadership. The absence of computer-aided learning and computers underlines the need for modernization and integration of technology into the teaching practices. The fact that the school operates without a mid-day meal program suggests a reliance on students bringing their own sustenance.

The State Board affiliation for class 10 signifies a commitment to established academic standards. The school’s non-residential nature and the absence of a pre-primary section define its focus solely on secondary-level education. The school’s readily accessible location, reachable by all-weather roads, contributes to its inclusivity and accessibility. Furthermore, the school’s April commencement of its academic session aligns with the broader educational calendar of the region.

The school’s physical attributes, such as the pucca boundary wall, enhance its security and define its physical presence within the community. Its rural setting, however, poses unique challenges in terms of resource access and infrastructure development. While the existing facilities serve a basic need, opportunities for enhancement through infrastructure development and resource acquisition exist.

In conclusion, Shaheed Chandra S Azad H S S Unnao offers secondary education to the rural community of Unnao. Despite its limitations in terms of resources and facilities, the school provides essential educational services, fulfilling its crucial role in the local community. The presence of a dedicated and balanced teaching staff underscores its commitment to quality education, within the constraints of its present infrastructure. Future development could greatly benefit from improved facilities and the integration of technology, thereby enhancing the learning experience and fulfilling the potential of both the students and the institution.

The school’s details, including its unique code (09260802323), its geographical coordinates (latitude 26.62097670, longitude 80.67014480), and its pin code (209801) provide valuable contextual information for researchers, educational planners, and anyone interested in the landscape of education in rural India. The available data highlights both the strengths and weaknesses of the institution, offering a realistic picture of its contribution to the community it serves.