GHS (G) KOTHA GURU

GHS (G) Kotha Guru: A Comprehensive Profile of a Punjab Girls' School

GHS (G) Kotha Guru, a government-run girls' school in Punjab, India, stands as a testament to the commitment to education in the region. Established in 1952 and managed by the Department of Education, this urban school caters to students from class 6 to 10, providing a crucial link in their educational journey. The school's dedicated staff, comprising 16 teachers (4 male and 12 female), strive to provide quality education, with Punjabi as the primary medium of instruction. Located in the Bhagta Bhai Ka block of Bathinda district, the school's accessibility is further enhanced by its all-weather road approach. The school's academic year commences in April, marking the beginning of another year of learning and growth for its students.

The school's infrastructure reflects its commitment to providing a conducive learning environment. Housed in a government building, GHS (G) Kotha Guru boasts 6 well-maintained classrooms, ensuring ample space for effective teaching. The presence of a library with a substantial collection of 708 books underscores the importance placed on enriching the students' learning experience beyond the classroom. The school also features a playground, providing a vital space for recreational activities and fostering physical development among the students. The presence of a computer-aided learning lab equipped with 35 functional computers demonstrates the school's commitment to integrating technology into the curriculum. The school also provides mid-day meals, prepared on-site, ensuring that students receive proper nutrition to fuel their learning.

The school's facilities extend to essential amenities vital for student well-being. The availability of electricity ensures a well-lit and functional learning space. While the school's boundary wall is described as "pucca but broken," efforts towards its repair are likely ongoing. Restrooms are available, with separate facilities for boys and girls, ensuring privacy and hygiene. The school's commitment to inclusivity is highlighted by its provision of ramps for disabled students, facilitating easy access to all areas of the school.

The school's academic focus extends to the upper primary and secondary levels (classes 6-10). It follows the State Board curriculum for class 10 and utilizes an "Others" board for higher secondary classes. The absence of a pre-primary section signifies its specialization in the upper primary and secondary educational levels. The school's operational details include the absence of contract teachers and the fact that it operates as a non-residential institution, thereby focusing solely on providing daytime educational services to its students.

The school's location in an urban area might suggest a higher level of accessibility to resources, although there is no information provided about specific community partnerships or engagement initiatives. This detail could be further explored to create a holistic picture of the school's community integration efforts.

GHS (G) Kotha Guru's academic achievements and student performance would be relevant additions to a fuller understanding of the school's contribution to the local community. Further information on the school’s extracurricular activities and community engagement would paint a more complete picture of its role in the broader educational landscape.

The school’s contact information, such as a phone number or email address, is currently unavailable. Adding this information would greatly facilitate communication and enhance accessibility for prospective students, parents, and anyone interested in learning more about the school.

In conclusion, GHS (G) Kotha Guru represents a significant educational institution for girls in the Bathinda district of Punjab. While this profile provides a detailed overview of its features and capabilities, further exploration of its academic performance, student success, and community outreach programs would enhance the narrative and potentially attract greater attention and resources.

The school’s efforts to provide quality education in an accessible and supportive environment are commendable. The commitment to providing meals, technology, and accessible infrastructure underscores its dedication to nurturing the future generation of young women in the region. Further updates and information about the school’s progress and initiatives would greatly benefit the community and highlight the school’s ongoing achievements. It is important to continue supporting such institutions and providing them with the resources they need to thrive.

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.