ASHUDYA PAIKBAR BOOTH CHAK DURGADAS S.S.K

ASHUDYA PAIKBAR BOOTH CHAK DURGADAS S.S.K was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in TAMLUK block of PURBA MEDINIPUR 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 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 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 a library and has 40 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.

Ashudya Paikbar Booth Chak Durgadas S.S.K: A Comprehensive Profile of a Rural Primary School

Ashudya Paikbar Booth Chak Durgadas S.S.K is a government-run primary school located in the rural TAMLUK block of PURBA MEDINIPUR district, West Bengal, India. Established in 2002 under the Department of Education, this co-educational institution serves students from Class 1 to Class 4, also featuring a pre-primary section. The school’s unique identifier is code 19190423401.

Instruction is primarily conducted in Bengali. The school’s infrastructure includes two classrooms, both in good condition, along with additional rooms for non-teaching activities, and a dedicated space for the head teacher. A library houses 40 books, serving as a valuable resource for students. The school provides a midday meal, prepared and served on the premises.

While the school boasts a functional library, it lacks a boundary wall, electricity, and a playground. Drinking water is supplied through hand pumps. The school also has one boys’ toilet and one girls’ toilet, both functional. Importantly, the school does not currently offer computer-aided learning or have computers available for educational use. The school is not residential.

The school’s staffing consists of two female teachers. The absence of computer labs and other technological resources highlights the need for further development and investment in educational technology to enhance the learning experience.

The school’s rural location and reliance on basic infrastructure underscore the challenges faced by many schools in similar settings. Access to improved facilities and resources would significantly enhance the educational opportunities available to the students.

The school’s management by the Department of Education indicates a commitment to providing basic education in underserved areas. The provision of midday meals demonstrates a dedication to addressing the nutritional needs of its student population.

The absence of a boundary wall might present safety concerns, and the lack of electricity limits the potential for expanded learning opportunities. Addressing these infrastructural deficiencies would enhance the school’s overall functionality and safety.

Further development of the library and the introduction of computer-aided learning could significantly broaden the curriculum and prepare students for future educational endeavors. Investment in technological infrastructure is crucial to bridge the digital divide and enhance the school’s competitiveness.

The school’s dedicated teachers provide a vital service to the community, nurturing the educational development of young learners in a resource-constrained environment. Their commitment to education deserves recognition and support.

In conclusion, Ashudya Paikbar Booth Chak Durgadas S.S.K provides essential primary education to a rural community. However, improvements to infrastructure, particularly in the areas of electricity, boundary wall, and technological resources, would significantly enhance the quality of education offered. Continued support from the government and the community is essential to ensure the long-term success of this vital institution.