GMS BHATAL KHURD

GMS Bhatal Khurd: A Rural Upper Primary School in Himachal Pradesh

GMS Bhatal Khurd, a government-run upper primary school, stands as a pillar of education in the rural landscape of Kangra district, Himachal Pradesh. Established in 2003 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, playing a vital role in shaping the future of the community. The school's commitment to providing quality education is evident in its facilities and resources.

The school's infrastructure includes three well-maintained classrooms, ensuring a conducive learning environment for its students. A functional library houses 240 books, fostering a love for reading and knowledge acquisition. The presence of a playground underscores the school's dedication to holistic development, promoting physical activity and recreation. Furthermore, the availability of tap water ensures access to clean drinking water for all students and staff. Ramps for disabled children demonstrate the school's commitment to inclusivity, making education accessible to all. The school's building is a government facility, highlighting its status and support from the local authorities.

GMS Bhatal Khurd boasts a dedicated teaching staff of four teachers, two male and two female, ensuring personalized attention to its students. Hindi serves as the medium of instruction, reflecting the local linguistic environment. The school's commitment to nutrition is evident in its provision of mid-day meals, prepared within the school premises. This ensures that students receive nutritious meals, supporting their learning and overall well-being.

The school operates within a rural setting, readily accessible via an all-weather road. The academic session commences in April, following the standard academic calendar. The school is characterized by its lack of a pre-primary section, focusing solely on upper primary education. Importantly, the school lacks a boundary wall, but possesses reliable electricity and functional boys' and girls' toilets, illustrating a commitment to essential amenities.

The educational board followed for classes 10 and 10+2 is "Others," indicating the use of an alternative curriculum or examination board not specified in the provided data. The school's status as a non-residential, non-Ashram type government school clarifies its operational structure. The school does not employ contract teachers and does not offer computer-aided learning, highlighting potential areas for future development and technological integration. Although the school does not currently have computers, the presence of a library and a playground signifies a focus on traditional educational methods and physical well-being.

The school's information, though lacking details like latitude and longitude coordinates, contact information (phone and email), and the identity of the head teacher, provides a clear picture of its operational framework and facilities. The lack of a head teacher's name may indicate a temporary vacancy or an oversight in data collection. Further investigation might reveal this critical detail.

In summary, GMS Bhatal Khurd serves as a vital educational resource within its community. While some aspects, such as computer access, may require future development, its fundamental facilities and dedicated teaching staff contribute to fulfilling its educational mission. The school's commitment to providing a safe, accessible, and nurturing environment for its students ensures that they have a solid foundation for their future academic endeavors.

The school's reliance on a traditional approach to education, while lacking the benefits of modern technology, underscores the importance of context-specific educational practices and the challenges faced by schools in rural areas. It highlights the need for continued support and resources to bridge the gap between traditional methods and the opportunities offered by technological advancements.

The information provided offers a valuable glimpse into the realities of education in rural areas of India and underscores the critical need for government support and investment to ensure equitable access to quality education for all children. Further data collection and analysis would enhance the understanding of this school's contribution to the overall educational landscape of Himachal Pradesh.

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.