GAUTAM SS BANSUR

Gautam SS Bansur: A Comprehensive Profile of a Rural Rajasthan School

Gautam SS Bansur, a private, co-educational school located in the rural expanse of the Bansur block in Alwar district, Rajasthan, stands as a testament to educational access in a less-developed region. Established in 1997 under private, unaided management, the school caters to students from Class 1 to Class 12, offering a comprehensive education spanning primary, upper primary, secondary, and higher secondary levels. Instruction is delivered primarily in Hindi, reflecting the local linguistic landscape. The school's infrastructure includes eight well-maintained classrooms, ensuring sufficient space for learning. Supporting the educational process are facilities such as a library stocked with 600 books, a dedicated playground for physical activity, and separate toilets for boys and girls.

The school's commitment to accessibility is evident in the presence of ramps designed to facilitate entry for disabled students. The school building, constructed from pucca material, reflects a level of sturdy and reliable construction. A reliable electricity supply further enhances the learning environment, powering the school's operational needs. While the school doesn't currently offer computer-aided learning or a computer lab, its commitment to providing a solid foundational education remains strong. The absence of a midday meal program highlights a potential area for future development.

The teaching staff consists of a dedicated team of 11 male and 1 female teacher, a total of 12 educators who provide the essential instruction to the students. The school's administration operates under a private, unaided management structure, implying a degree of autonomy in decision-making and operational practices. The school does not currently offer pre-primary education. Students pursuing their Class 10th and 12th examinations appear for exams conducted by boards other than the mainstream national boards, indicating a focus on alternative educational pathways.

The school's rural location presents both challenges and opportunities. The accessibility of the school via all-weather roads speaks to its efforts to overcome geographical barriers and ensure consistent attendance. The school's operational schedule aligns with the typical academic calendar, commencing in April. The school does not house students; it is a day-school that serves the surrounding community. The building itself is a private structure, which underlines the school’s private management, and there are additional rooms for non-teaching activities, demonstrating a commitment to a holistic learning environment.

The school's architecture is characterized by its pucca walls, providing security and durability. The provision of a functional playground emphasizes the importance of physical development alongside academic learning, fostering a well-rounded educational experience. The library, with its collection of 600 books, serves as a valuable resource, promoting a love of reading and enriching the learning process. The presence of separate boys' and girls' toilets underscores a commitment to gender inclusivity and hygiene.

Further, the school's adherence to the traditional academic calendar starting in April, and its lack of pre-primary sections, suggests a focus on the core educational needs of the community. The all-weather road accessibility signifies a key aspect of inclusivity in ensuring that students have consistent access to their education regardless of the weather conditions. The private nature of the school's building and management contributes to its unique identity within the educational landscape of Rajasthan.

The school's success relies on the continued dedication of its teachers and staff, along with the continued support of the local community. Its focus on providing a robust foundational education in a resource-constrained environment demonstrates a clear commitment to fostering learning and opportunity within the community it serves. While there is potential for further development in areas such as technology integration and meal provision, the school’s existing features and efforts already make a significant contribution to the educational well-being of the region.

The data, however, lacks crucial information such as the school's geographical coordinates (latitude and longitude) and contact details (phone number and email address). Providing this information would significantly enhance the school's online visibility and accessibility. This would aid potential students, parents, and other stakeholders in readily connecting with the school.

In conclusion, Gautam SS Bansur presents a valuable case study of a rural school striving to provide quality education. Its resilience, coupled with its dedication to foundational learning, makes it a significant contributor to the educational fabric of Alwar, Rajasthan. Addressing the gaps highlighted in this profile, such as improving access to technology and expanding facilities, could further strengthen the school's impact on the community.

The information provided allows for a comprehensive overview of Gautam SS Bansur, highlighting its strengths, areas for improvement, and its significance within the local educational context. Future updates to the school's profile, including contact details and geographical coordinates, are highly recommended to enhance its online presence and overall effectiveness in serving the community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.