GPS BAROT ROSHANPUR

GPS BAROT ROSHANPUR was established in 1992 and it is managed by the Department of Education. It is located in Rural area. It is located in GANAUR block of SONIPAT district of HARYANA. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 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 616 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.

GPS Barot Roshanpur: A Rural Primary School in Haryana, India

GPS Barot Roshanpur, a primary school located in the rural area of Sonipat district, Haryana, India, stands as a testament to educational access in a rural setting. Established in 1992, this government-run, co-educational institution offers a vital educational foundation for children from Class 1 to Class 5. Its management falls under the Department of Education, ensuring adherence to established educational standards and curriculum.

The school’s infrastructure includes a pucca (permanent) building, equipped with five well-maintained classrooms dedicated to instruction. Supporting the academic environment is a functional library housing an impressive collection of 616 books, catering to the diverse reading needs of the students. The school also provides a mid-day meal program, ensuring students’ nutritional needs are met, vital for their overall well-being and ability to learn effectively. The availability of electricity ensures a conducive learning environment, while a well serves as the source of clean drinking water.

In terms of facilities, the school features two functional boys’ toilets and one functional girls’ toilet, reflecting a commitment to hygiene and sanitation. The instruction medium is Hindi, ensuring accessibility for the local community. The school operates on an annual academic session commencing in April, aligning with the regional academic calendar.

The school’s teaching staff comprises three teachers; two male teachers and one female teacher, supplemented by one pre-primary teacher for the attached pre-primary section. This dedicated team strives to provide quality education to the students under their care. The school’s commitment to inclusivity is highlighted by its co-educational nature and the inclusion of a pre-primary section, supporting early childhood development.

Despite lacking a playground and computer-aided learning facilities, the school provides a fundamental education. The absence of computers doesn’t detract from the core purpose of providing basic education, focusing on foundational literacy and numeracy skills. The absence of ramps indicates a need for future accessibility improvements to fully embrace inclusivity.

The school’s location in a rural setting underscores its vital role in bridging the educational gap between urban and rural areas, ensuring equal opportunities for learning. The school’s continued operation and the dedication of its teachers speak volumes about its commitment to the community and the students it serves.

The school’s data highlights its role in providing basic primary education in a rural area. The information provided showcases both the strengths of the institution and areas where potential improvements could further enhance the learning environment. While the lack of certain amenities is evident, the school’s functional aspects and positive contributions to the community remain significant.

The detailed description provided gives a clear picture of the school’s operation and facilities. It paints a holistic view of GPS Barot Roshanpur, showcasing its strengths, limitations, and contributions to the local community. The information provided underscores the need for continuous support and development to optimize the school’s capabilities.

This analysis of GPS Barot Roshanpur provides valuable insights into the realities of primary education in rural India. The information shared highlights both the challenges and successes of this particular school, offering a snapshot of the educational landscape in the region.

This detailed look at GPS Barot Roshanpur offers a comprehensive understanding of a rural primary school in Haryana. The school’s history, facilities, and staffing levels provide a balanced perspective on its current state and potential for growth. The information presented is suitable for educational researchers, policymakers, and individuals interested in rural education initiatives.

The information provided enables readers to understand the context of education in a specific rural setting. The absence of certain facilities and technologies, juxtaposed with the presence of essential resources, provides a nuanced perspective on the challenges and priorities of rural schooling. This case study serves as a valuable example for exploring broader themes in educational access and equity.