UKTA PICHKURI HIGH SCHOOL

UKTA PICHKURI HIGH SCHOOL was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in AUSGRAM-I block of BARDDHAMAN district of West Bengal. The school consists of Grades from 5 to 12. 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. 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 12 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 Partial boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 3 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has no playground. The school has a library and has 1250 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

UKTA PICHKURI HIGH SCHOOL: A Comprehensive Profile

UKTA PICHKURI HIGH SCHOOL, established in 1965, stands as a testament to the commitment to education in rural West Bengal. Managed by the Department of Education, this co-educational institution serves students from classes 5 through 12, providing a crucial link in the educational journey of the region’s youth. Situated in the AUSGRAM-I block of BARDDHAMAN district, its accessibility via all-weather roads ensures that students can attend regardless of weather conditions. The school’s academic year commences in April, aligning with the regional academic calendar.

The school’s infrastructure comprises a government-provided building, housing 12 well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities, including a dedicated space for the headmaster or teachers. While the school’s boundary wall is only partially constructed, the presence of electricity ensures a conducive learning environment. The provision of tap water addresses a crucial need for clean drinking water for students and staff alike. Furthermore, the school’s commitment to accessibility is demonstrated by the inclusion of ramps for disabled children, ensuring inclusivity in education.

The school’s library boasts a collection of 1250 books, offering valuable resources to complement classroom learning. A significant aspect of the school’s operation is its provision of midday meals, prepared on the school premises, ensuring that students receive proper nourishment throughout their school day. The school’s teaching staff comprises 18 male teachers and 6 female teachers, demonstrating a balanced approach to education and a commitment to gender equality in the teaching profession. Instruction is imparted in Bengali, catering to the linguistic needs of the local community.

The school’s academic structure follows the State Board curriculum for both class 10 and 10+2 levels, providing a recognized and established framework for student progression. The presence of a single computer highlights the school’s efforts to integrate technology into the curriculum, though a dedicated computer-aided learning lab is not currently available. The school’s commitment to providing quality education is further underscored by its previous relocation to its current location, reflecting a dedication to improving facilities and learning conditions.

While the school does not offer a pre-primary section, its focus remains steadfastly on providing secondary and higher secondary education. The absence of a playground may be considered an area for future development, but it does not detract from the school’s core mission of providing quality education. The school’s commitment to its students extends beyond the classroom walls, as evidenced by the provision of functional boys’ and girls’ toilets, addressing hygiene and sanitation needs.

In conclusion, UKTA PICHKURI HIGH SCHOOL serves as a vital educational hub within its community. Its strengths lie in its dedicated teaching staff, access to resources such as a library and computer facilities, and its commitment to providing essential amenities like clean water and sanitation. The school’s adherence to a recognized curriculum and its efforts towards inclusivity make it a significant contributor to the educational landscape of the region. While opportunities for future development exist, the school’s current achievements underscore its unwavering dedication to the educational advancement of its students.

This institution provides a crucial educational service to the rural community, demonstrating the important role of government-supported schools in underserved areas. The school’s history, infrastructure, and academic offerings make it a valuable asset to the region.

Further improvement in areas such as playground facilities and the expansion of technological resources could further enhance the learning experience at UKTA PICHKURI HIGH SCHOOL. Nevertheless, the school’s current provision of quality education remains commendable, especially within a rural context. The combination of dedicated teachers and the foundational infrastructure demonstrates a commitment to providing opportunities for students in a potentially underserved area.

The school’s successful operation highlights the importance of government involvement in providing accessible education, even in remote locations. The integration of technology, however limited at present, illustrates a progressive approach to education. Continuous development and improvement will undoubtedly further strengthen the school’s contribution to the community’s educational needs.