PIR JULFIKKARIA RAIKHA K. MOKTAB

PIR JULFIKKARIA RAIKHA K. MOKTAB was established in 1965 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GARBETA-1 block of PASCHIM MEDINIPUR district of West Bengal. The school consists of Grades from 1 to 4. 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. 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 Private 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 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a 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.

PIR JULFIKKARIA RAIKHA K. MOKTAB: A Rural Primary School in West Bengal

PIR JULFIKKARIA RAIKHA K. MOKTAB, a private, unaided primary school, stands as a testament to the enduring pursuit of education in rural India. Established in 1965, this co-educational institution serves the community of Garbeta-1 block in Paschim Medinipur district, West Bengal. Its location in a rural setting highlights the school’s vital role in providing educational opportunities where access might otherwise be limited.

The school’s modest infrastructure includes a single classroom housed within a private building, underscoring the challenges faced by many rural schools in providing adequate learning spaces. Despite its limitations, the school strives to provide quality education, with instruction delivered in Urdu, catering to the linguistic needs of the local population.

The teaching staff comprises two male teachers dedicated to educating students from Class 1 to Class 4. The curriculum focuses on primary education (grades 1-5), with the school adhering to an “Others” board for class 10 and class 10+2 examinations. The absence of a pre-primary section reflects the school’s current focus on primary-level education.

The school’s operational characteristics reveal its reliance on basic resources. Hand pumps serve as the source of drinking water, ensuring access to this essential necessity. The presence of a playground offers a valuable space for recreational activities and physical development, contributing to the holistic development of the students.

The lack of a boundary wall, electricity, and a library points to the school’s need for further development and resource allocation. While the absence of these amenities might pose certain challenges, the school’s commitment to providing education amidst these constraints is commendable. The school does not offer a midday meal program, placing further emphasis on the need for community support.

The geographical location of the school, accessible via an all-weather road, contributes to improved accessibility for students. The school’s academic year aligns with the standard April commencement, indicating a adherence to established academic calendars.

The absence of computers and computer-aided learning facilities underscores the digital divide that persists in many rural areas, impacting the integration of technology into the learning process. The school’s lack of ramps for disabled children highlights an area needing attention to ensure inclusive education.

The school’s management operates as a private, unaided entity, relying on its own resources and community support for its operation. This model highlights the importance of community involvement and philanthropic initiatives in sustaining rural educational institutions.

PIR JULFIKKARIA RAIKHA K. MOKTAB serves as a microcosm of the challenges and triumphs of rural education in India. While the school faces limitations in resources and infrastructure, its commitment to providing primary education to the community remains steadfast. The school’s existence speaks volumes about the need for continuous improvement and investment in educational infrastructure to enhance the learning environment and equip future generations with the skills and knowledge they need to thrive. The school’s story serves as a call to action for greater support and resource allocation for rural education.