URDU PS.NO.25 JUNI KASERA BAKHAL

URDU PS.NO.25 JUNI KASERA BAKHAL was established in 1926 and it is managed by the Department of Education. It is located in Urban area. It is located in INDORE URBAN block of INDORE district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 2 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 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 a playground. The school has a library and has 64 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 Provided but not Prepared in School Premises providing mid-day meal.

Urdu PS. No. 25 Juni Kasera Bakhal: A Glimpse into a Government Primary School

Urdu PS. No. 25 Juni Kasera Bakhal, a government primary school nestled in the urban heart of Indore, Madhya Pradesh, stands as a testament to the enduring pursuit of education. Established in 1926, this co-educational institution serves students from Class 1 to Class 5, offering a foundational education primarily through the Urdu language. The school’s history speaks to its commitment to providing educational opportunities within the community for nearly a century.

The school’s infrastructure, while showing signs of age, remains functional. Housed in a government building, it boasts two classrooms, ensuring sufficient space for its students. A significant asset is its library, containing 64 books, offering enriching supplementary learning resources to support classroom instruction. The presence of a playground underscores the school’s commitment to the holistic development of its students, recognizing the importance of physical activity alongside academics. The building, though described as “Pucca But Broken,” serves its purpose effectively, emphasizing the enduring commitment to education despite infrastructural challenges.

One notable aspect of the school is the availability of separate toilets for boys and girls, a crucial element in providing a safe and inclusive learning environment. The lack of electricity, however, presents a challenge that could impact the school’s ability to leverage modern educational technologies. Despite this, the school successfully delivers its curriculum and provides educational services to the community.

The school’s teaching staff comprises two teachers—one male and one female—working collaboratively to educate the students. Their dedication underlines the importance of quality education in the community, ensuring consistent instruction and academic support for the students. The school’s management falls under the Department of Education, emphasizing its role within the broader educational framework of the region. The school’s commitment to its students is evident in its operational structure and daily functioning.

The mid-day meal program, while not prepared on the school premises, is still provided to the students, addressing a critical aspect of their overall well-being. This underscores the collaborative effort among various stakeholders to support the educational journey of the students. The absence of computer-aided learning and computers highlights areas where potential improvements could significantly enhance the learning experience.

The school’s location in an urban area ensures accessibility for students, while the absence of ramps for disabled children indicates an area needing improvement to achieve full inclusivity. The school’s commitment to providing a quality primary education is clear despite facing some challenges. Ongoing support and upgrades could further elevate its capabilities.

The school’s reliance on Urdu as the medium of instruction reflects the local linguistic context, ensuring accessibility for students and promoting cultural relevance in education. This tailored approach speaks to the school’s understanding of its community’s specific educational needs. The information provided emphasizes the school’s functionality and the determination of its teachers to provide a solid foundation for young learners.

The school’s long history, coupled with its dedicated staff, makes Urdu PS. No. 25 Juni Kasera Bakhal a vital institution within its community. It provides crucial primary education while demonstrating the resilience of education even within resource-constrained environments.

Despite challenges such as a lack of electricity and ramps for disabled children, the school persists in fulfilling its educational mandate, showcasing the dedication of its teachers and the commitment of the local community. Its presence serves as a beacon of opportunity for young students, supporting their educational aspirations.

The school’s commitment to providing a solid foundational education, utilizing Urdu as the primary medium of instruction, aligns with the needs of its student population. By addressing the identified areas for improvement, such as the lack of electricity and ramps for disabled children, Urdu PS. No. 25 Juni Kasera Bakhal can further enhance its ability to serve its community effectively. The school’s continued operation underscores the importance of primary education and community support in fostering educational growth.