N.M.S. ROSHIYA (07-08)

N.M.S. ROSHIYA (07-08) was established in 2007 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in BHIKAN GOAN block of KHARGONE district of Madhya Pradesh. The school consists of Grades from 6 to 8. 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 4 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 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 a library and has 10 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.

N.M.S. ROSHIYA (07-08): A Rural Upper Primary School in Madhya Pradesh

N.M.S. ROSHIYA (07-08), a government-run upper primary school, serves the rural community of BHIKAN GOAN block in KHARGONE district, Madhya Pradesh. Established in 2007 under the Tribal/Social Welfare Department, the school provides education for students from Class 6 to Class 8. Its co-educational setting caters to both boys and girls, fostering a diverse and inclusive learning environment.

The school’s infrastructure includes a government building with four classrooms, all in good condition. While it lacks a boundary wall and electricity, the school does boast a library containing 10 books, a valuable resource for students’ academic growth. The provision of separate boys’ and girls’ toilets ensures basic sanitation facilities for students. Importantly, ramps are available to ensure accessibility for disabled children. The school provides mid-day meals, prepared and served on the premises, addressing the nutritional needs of the students.

The teaching staff comprises one male teacher and one female teacher, totaling two educators dedicated to providing quality education. The instruction medium is Hindi, making learning accessible to the local community. The school’s location ensures accessibility via an all-weather road, eliminating transportation barriers for students. The academic year commences in April, following the standard academic calendar.

The school’s rural setting presents both challenges and opportunities. While access to resources may be limited, the close-knit community often provides valuable support and engagement. The absence of a computer lab and computers hinders access to modern teaching methods and technological advancements. The lack of a playground limits opportunities for extracurricular physical activities. However, the presence of a library, albeit small, demonstrates a commitment to providing learning resources beyond the classroom.

The school’s management, under the Tribal/Social Welfare Department, plays a crucial role in resource allocation and overall school improvement. The department’s involvement reflects a commitment to education in underserved communities. Continuous improvement initiatives would benefit the school, focusing on infrastructure development, acquiring technological resources, and expanding the library.

Furthermore, enhancing the playground area could significantly improve the school’s overall appeal and contribute to students’ physical and social development. Regular maintenance of existing facilities and access to clean drinking water remain critical aspects for the school’s continued operation.

N.M.S. ROSHIYA (07-08) plays a vital role in providing education to children in a rural area of Madhya Pradesh. The school’s commitment to providing basic facilities and a structured learning environment showcases the importance of education in underserved communities.

The school’s small size and limited resources highlight the need for ongoing support and investment from the government and other stakeholders. Improvements in infrastructure, technological resources, and extracurricular activities would significantly enrich the learning experience for the students. Community involvement and parental engagement are also essential for the school’s continued success.

In conclusion, N.M.S. ROSHIYA (07-08) exemplifies the dedication to providing education despite resource limitations. With continued support and investment, the school can overcome its challenges and further improve its educational provision, ensuring a brighter future for the children it serves. The school’s ongoing efforts showcase resilience and a commitment to providing quality education in a rural setting.