GPS GOLRA

GPS GOLRA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in MUKERIAN block of HOSHIARPUR district of Punjab. 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 N/A in nature and is not using school building as a shift-school. Punjabi 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 3 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 But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 240 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 Golra: A Comprehensive Profile of a Rural Primary School in Punjab, India

GPS Golra, a primary school nestled in the rural landscape of Mukerian block, Hoshiarpur district, Punjab, India, stands as a testament to educational access in a remote community. Established in 1972 under the Department of Education’s management, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its community.

The school’s infrastructure comprises a government-owned building, housing three classrooms in good condition. These classrooms serve as the heart of the learning process, supported by additional rooms dedicated to non-teaching activities, including a separate space for administrative purposes. A pucca, albeit broken, boundary wall surrounds the school, providing a sense of security. Electricity reliably powers the school, enhancing the learning environment.

GPS Golra ensures the well-being of its students with readily accessible tap water, fulfilling a fundamental need. Sanitation is addressed by functional boys’ and girls’ toilets, each with two facilities. Furthermore, the presence of a playground allows students to engage in physical activities, fostering holistic development.

The school’s commitment to enriching the learning experience extends to its library, which boasts a collection of 240 books. This resource serves as a vital tool in fostering a love of reading and broadening students’ horizons. Ramps are also available, ensuring accessibility for students with disabilities.

Instruction at GPS Golra is delivered in Punjabi, reflecting the local linguistic context. The school’s teaching staff comprises two male teachers, dedicated to imparting knowledge and shaping the minds of young learners. The school provides and prepares mid-day meals on the premises, ensuring that students receive proper nourishment to fuel their studies.

The school’s rural location is served by all-weather roads, ensuring accessibility throughout the year. The academic session commences in April, aligning with the regional calendar. GPS Golra does not offer a pre-primary section and currently does not utilize computers or computer-aided learning methods in its educational program. The school also does not currently have a head teacher listed in its profile.

While the school may face infrastructural challenges, such as a broken boundary wall and a lack of computer facilities, GPS Golra remains a vital part of its community. Its dedication to providing basic education in Punjabi, coupled with its focus on providing meals and maintaining essential amenities like toilets and a library, showcases its important role in the educational landscape of rural Punjab.

The information provided highlights the current state of the school. Future improvements, such as repairs to the boundary wall and the integration of technology, could further enhance the educational experience. This profile serves as a valuable snapshot of GPS Golra, capturing its unique characteristics and challenges within the broader context of rural education in India. Further development and support are crucial in ensuring the school’s continued success in shaping the future of its students.