KURKUTIGUDA PROJ PS

KURKUTIGUDA PROJ PS was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in BOIPARIGUDA block of KORAPUT district of Orissa. 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 N/A in nature and is not using school building as a shift-school. Odia 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 Others 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 2 boys toilet and it is functional. and 2 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.

KURKUTIGUDA PROJ PS: A Rural Primary School in Odisha

KURKUTIGUDA PROJ PS is a government-run primary school located in Odisha, India. This rural school, established in 2005, provides education for students from Class 1 to Class 5. It is a co-educational school with a total of two classrooms, ensuring a smaller learning environment.

The school’s academic focus is primarily on Odia instruction. It boasts a dedicated teaching staff of two teachers: one male and one female. The school also offers a meal program, where meals are prepared and provided on-site for the students.

In terms of infrastructure, the school is equipped with two boys’ toilets and two girls’ toilets, contributing to a clean and hygienic environment for students. However, it does not have access to electricity or computer-aided learning facilities. The school building is constructed with “Other” materials, and the walls are not of a specific type.

While there is no library or playground, the school does have ramps for disabled students, emphasizing its commitment to inclusivity. The school’s drinking water source is not mentioned, highlighting a potential area for improvement.

Educational Highlights:

• Instruction Medium: Odia
• School Type: Co-educational
• Classes: From Class 1 to Class 5
• Total Teachers: 2 (1 Male, 1 Female)
• Meal: Provided and Prepared in School Premises
• Management: Department of Education

School Infrastructure:

• Classrooms: 2
• Boys’ Toilet: 2
• Girls’ Toilet: 2
• Ramps for Disabled: Yes

Key Features:

• Rural Location: The school caters to the educational needs of students in a rural community.
• Primary Education: The school provides primary education for students from Class 1 to Class 5.
• Dedicated Teachers: The school has a dedicated team of two teachers, ensuring individual attention to students.
• Inclusive Environment: The provision of ramps for disabled students demonstrates the school’s commitment to inclusivity.

Potential for Improvement:

• Electricity and Technology: Access to electricity and computer-aided learning facilities could enhance the learning experience for students.
• Library and Playground: A library and a playground would provide additional opportunities for learning and recreation.
• Drinking Water Source: Identifying a reliable source of drinking water is crucial for maintaining a healthy school environment.

Overall, KURKUTIGUDA PROJ PS plays a vital role in providing primary education to students in a rural community. With a focus on Odia instruction, a dedicated teaching staff, and a commitment to inclusivity, the school continues to make a positive impact on the lives of its students. Addressing potential areas for improvement, such as access to electricity and technology, could further enhance the school’s overall quality and provide students with even greater opportunities.