GOVT. PS ROOSTAM KA BAS

GOVT. PS ROOSTAM KA BAS was established in 2013 and it is managed by the Local body. It is located in Rural area. It is located in TIZARA block of ALWAR district of Rajasthan. 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 Not Applicable 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 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 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.

GOVT. PS ROOSTAM KA BAS: A Comprehensive Profile of a Rural Primary School in Rajasthan

GOVT. PS ROOSTAM KA BAS, a government primary school located in the rural area of TIZARA block, ALWAR district, Rajasthan, stands as a testament to the commitment to education in even the most remote corners of India. Established in 2013, this co-educational institution caters to students from Class 1 to Class 5, offering a crucial foundation for their academic journey. The school’s management is entrusted to the local body, reflecting a community-driven approach to education.

The school’s infrastructure, while modest, is functional. The government-provided building houses two well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities and a dedicated space for the teachers. The school is surrounded by a sturdy pucca boundary wall, ensuring a secure environment for learning. A reliable electricity connection ensures uninterrupted access to essential resources. However, the school currently lacks a library, playground, and computer-aided learning facilities, highlighting areas for potential improvement and future development. The availability of drinking water is a significant challenge, currently listed as “None.”

The teaching staff consists of one male and one female teacher, providing a balanced learning environment. The medium of instruction is Hindi, ensuring accessibility and relevance to the local community. The school follows the academic calendar, commencing its sessions in April. Importantly, the school provides and prepares midday meals on the premises, addressing a fundamental need for the students’ well-being and ensuring their participation in the learning process.

The school’s facilities include one functional boys’ toilet and one functional girls’ toilet, demonstrating a commitment to hygiene and sanitation. While the school’s physical infrastructure has limitations, the dedicated teachers and the provision of meals contribute to a nurturing educational setting.

Despite the absence of a library and computer lab, the school’s commitment to providing a basic education is evident. The lack of these resources underscores the need for further investment and support to enhance the overall learning experience and opportunities for the students.

The school’s location in a rural area presents both challenges and opportunities. While access to advanced technology and resources might be limited, the close-knit community could offer strong support for the school’s growth and development.

The absence of ramps highlights a potential area for accessibility improvements to accommodate students with disabilities. Addressing this need would ensure inclusivity and equal opportunities for all learners.

Future development plans could focus on improving the school’s infrastructure, expanding its resources, and providing additional support to the teachers. The integration of technology, the establishment of a library and playground, and securing a reliable source of drinking water would significantly elevate the learning environment.

Collaborations with local organizations, NGOs, and government initiatives could provide invaluable support in achieving these improvements. These collaborative efforts could help bridge the resource gap and ensure that the students at GOVT. PS ROOSTAM KA BAS receive the quality education they deserve.

The overall picture of GOVT. PS ROOSTAM KA BAS reveals a school that, while facing challenges, remains a vital pillar of education in its community. With continued support and focused development, the school has the potential to become an even more effective center of learning, empowering the students of TIZARA to reach their full potential.