UPG. P.S. FUTABANDH BEHARWATILA

UPG. P.S. FUTABANDH BEHARWATILA was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in DEVIPUR block of DEOGHAR district of Jharkhand. 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. Hindi 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 5 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 200 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.

UPG. P.S. FUTABANDH BEHARWATILA: A Comprehensive Overview of a Rural Primary School in Jharkhand, India

UPG. P.S. FUTABANDH BEHARWATHILA, a government-run primary school located in the rural DEVIPUR block of DEOGHAR district, Jharkhand, stands as a testament to the efforts towards primary education in the region. Established in 2003 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a foundational education within its community.

The school’s infrastructure comprises a government building equipped with five classrooms, ensuring sufficient space for learning activities. While lacking a boundary wall and electricity, the school has a functional library containing 200 books, providing valuable supplementary resources for the students. The provision of hand pumps ensures access to clean drinking water, a crucial aspect of the school’s functionality. Separate boys’ and girls’ toilets are available, emphasizing the school’s commitment to providing a safe and hygienic environment.

The teaching staff consists of three male teachers, delivering instruction primarily in Hindi. The school’s management prioritizes providing a mid-day meal, prepared and served on the school premises, ensuring that students receive nourishment alongside their education. The school’s rural location and its lack of a pre-primary section and computer-aided learning facilities highlight some of the challenges faced in providing comprehensive educational opportunities in this area.

Despite the absence of certain amenities, the school’s dedication to providing a foundational education remains evident. The 200 books housed in the library represent a commitment to literacy and learning beyond the classroom curriculum. The functional boys’ and girls’ toilets underscore the importance of hygiene and sanitation within the school environment. The lack of a playground, while noted, does not diminish the school’s fundamental role in providing a primary education to children in the region.

The school’s management by the Department of Education points to a wider governmental initiative dedicated to primary education access. While the absence of computers and computer-aided learning is notable, the focus on core literacy and numeracy skills within the existing resources is crucial for students’ foundational development. The availability of hand pumps for drinking water indicates a commitment to fulfilling basic needs essential for successful learning.

The school’s accessibility via an all-weather road ensures that students can attend regardless of weather conditions. The April start to the academic session aligns with the broader educational calendar across the region. The school’s co-educational nature promotes gender inclusivity within the learning environment, creating an equitable atmosphere for all students. The lack of a pre-primary section indicates a specific focus on primary-level education.

Looking ahead, further enhancements to the school’s facilities – including the addition of electricity, a boundary wall, and computer-aided learning – would significantly improve the educational experience. However, the school’s current functionality and commitment to education in the community must be acknowledged.

The presence of a library with 200 books is a valuable asset, fostering a love of reading and providing supplementary learning materials. The dedicated teachers, working diligently with the resources at their disposal, contribute to creating a supportive learning environment for their students. The provision of a mid-day meal plays a crucial role in ensuring that students attend school regularly, mitigating issues of hunger and ensuring sustained learning.

Despite its limitations, UPG. P.S. FUTABANDH BEHARWATILA serves as a vital pillar of education in the rural community. Its commitment to providing basic education, despite its resource constraints, is commendable, highlighting the dedication of the staff and the importance of education in the region. The school stands as a symbol of the ongoing efforts towards improving educational access in rural areas. Its future development will depend on continued investment and support to enhance its facilities and provide the students with enriched learning opportunities.

The school’s profile, accessible via its unique code, allows for monitoring and assessment of its progress, facilitating potential improvements in the future. The information presented highlights both the strengths and areas requiring attention, contributing to a more comprehensive understanding of the school’s role in its community.