67 NO. TALDAHA HALDER PARA SSK

67 NO. TALDAHA HALDER PARA SSK was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in BASANTI block of SOUTH TWENTY FOUR PARGAN district of West Bengal. The school consists of Grades from 1 to 4. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Bengali 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 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 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 Provided and Prepared in School Premises providing mid-day meal.

67 No. Taldaha Halder Para SSK: A Rural Primary School in West Bengal

67 No. Taldaha Halder Para SSK, a primary school located in the rural Basanti block of South Twenty Four Parganas district, West Bengal, offers a glimpse into the educational landscape of a typical rural Indian community. Established in 2001 under the Department of Education, this co-educational institution serves students from Class 1 to Class 4. The school’s commitment to education is evident in its dedicated teaching staff and the provision of midday meals, prepared on-site.

The school’s infrastructure, while modest, is functional. Housed in a government building, it comprises one classroom, ensuring a focused learning environment for its students. The presence of separate boys’ and girls’ toilets reflects a commitment to providing basic amenities. The school’s reliance on hand pumps for drinking water underscores the realities of rural infrastructure.

Despite the absence of certain amenities like a library, playground, boundary wall, and electricity, the school’s focus remains on delivering quality education. The lack of these facilities highlights the challenges faced by many rural schools in providing comprehensive educational experiences. The absence of computer-aided learning and computers emphasizes the need for further technological advancements in rural education.

The school’s teaching staff consists of three female teachers and one head teacher, Hasnara Sardar, highlighting the significant role women play in rural education. The school’s management by the Department of Education demonstrates government support for providing basic education in rural areas. The instruction medium is Bengali, reflecting the local language and cultural context.

The school’s curriculum focuses on primary education (Classes 1-5), preparing students for their subsequent educational journey. The school’s pre-primary section caters to younger children, providing a pathway to formal education. The school’s designation as “Others” for class 10 and 10+2 boards indicates its focus on primary education and the potential for students to transition to other educational institutions for higher-level studies.

The school’s location in a rural area underscores its vital role in providing accessible education to children who may otherwise lack access to educational opportunities. The absence of a school bus service or other transport highlights the importance of proximity to the school for student accessibility.

The school’s non-residential nature simplifies operations but may present challenges for students residing far from the school. The absence of ramps for disabled students indicates a need to make the school more inclusive for students with disabilities.

The school’s operational details, including its April academic start and its status as a non-shift school, further clarify its routines and operation. The absence of contract teachers suggests a reliance on permanent staff for consistent educational delivery.

The absence of available latitude and longitude coordinates limits the ability to precisely locate the school on digital maps. However, the provided pincode offers some geographical context. Similarly, the lack of contact information (phone and email) may present challenges for those seeking to communicate with the school directly.

In conclusion, 67 No. Taldaha Halder Para SSK represents a typical rural primary school in West Bengal, showcasing both the dedication to education within limited resources and the challenges faced by rural schools in providing a complete educational experience. The school’s commitment to providing a basic education in a resource-constrained environment highlights the ongoing need for investment in rural education infrastructure and resources.