KANTA VI.VI.PUBLIC UPS ROOPPUR

KANTA VI.VI.PUBLIC UPS ROOPPUR was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KHANDELA block of SIKAR district of Rajasthan. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 Private building. It has got 9 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 doesn’t 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 a playground. The school has a library and has 25 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.

Kanta VI.VI. Public UPS Roopur: A Detailed Profile of a Rural Primary School

Kanta VI.VI. Public UPS Roopur, a private, unaided primary school located in the rural area of KHANDELA block, SIKAR district, Rajasthan, stands as a testament to educational access in a rural setting. Established in 2000, this co-educational institution caters to students from Class 1 to Class 8, also offering a pre-primary section. The school’s infrastructure, though modest, provides a functional learning environment.

The school building, privately owned, houses nine well-maintained classrooms, dedicated to fostering learning. A dedicated room serves as the head teacher’s office, highlighting the school’s commitment to administrative efficiency. Supplementing the classrooms are two additional rooms allocated for non-teaching activities, supporting a more holistic educational experience. The presence of a library, stocked with 25 books, indicates an attempt to cultivate a reading habit amongst students. Furthermore, a playground is available, providing essential space for recreation and physical activity, crucial for the well-rounded development of children.

The school’s operational aspects reflect its resource limitations. While the school features a pucca (permanent) boundary wall, ensuring safety and security, it currently lacks electricity. The absence of electricity presents challenges for certain aspects of learning and administration. Similarly, the lack of a reliable drinking water source underscores a critical need for infrastructure improvement. However, the school does possess one functional boys’ toilet and one functional girls’ toilet, emphasizing a commitment to basic sanitation facilities.

The teaching staff consists of six male teachers, dedicated to providing quality education. The head teacher, CHHAGAN LAL, leads the team, demonstrating a commitment to providing quality education. Hindi serves as the primary medium of instruction, reflecting the local linguistic context. The school operates on an academic calendar starting in April.

The school’s management structure is private and unaided, highlighting its reliance on external funding and support. The absence of computers and computer-aided learning facilities underscores a need for enhanced technological resources. The school also does not currently offer midday meals, indicating a potential area for improvement in student support services.

The school’s location in a rural area presents unique accessibility considerations. While the school is described as being approachable by an all-weather road, this may still present challenges during inclement weather. The absence of ramps for disabled students points to a need for future infrastructural adjustments to ensure inclusivity.

In summary, Kanta VI.VI. Public UPS Roopur provides essential primary education in a rural setting, despite facing infrastructural and resource challenges. Further development and investment in areas such as electricity, drinking water, computer technology, and midday meals would significantly enhance the learning experience and well-being of its students. The school’s commitment to providing a basic level of education in a challenging context deserves recognition and support. Improvements in these areas would significantly elevate the educational opportunities available to the students of Kanta VI.VI. Public UPS Roopur.