G.I.C. BASERI

G.I.C. BASERI was established in 1970 and it is managed by the Department of Education. It is located in Rural area. It is located in SALT block of ALMORA district of Uttarakhand. The school consists of Grades from 6 to 12. 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. 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 2 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 no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

G.I.C. Baseri: A Comprehensive Profile of a Rural Upper Primary School in Uttarakhand

G.I.C. Baseri, a government-run upper primary school, stands as a vital educational institution serving the rural community of Uttarakhand. Established in 1970 under the Department of Education, the school caters to students from classes 6 to 12, providing a crucial link in their academic journey. Its co-educational environment fosters inclusivity, offering a supportive learning space for both boys and girls.

The school’s infrastructure, though showing signs of age, remains functional. Two classrooms provide space for instruction, supplemented by additional rooms for non-teaching activities and a dedicated area for the school’s administrative staff. While the building is categorized as “Pucca But Broken,” signifying a need for future maintenance, it continues to provide adequate shelter for students and staff. The school boasts a reliable electricity supply and access to clean tap water, essential elements contributing to a conducive learning environment. Separate and functional boys’ and girls’ toilets ensure appropriate sanitation facilities.

The school’s academic focus is broad, encompassing a comprehensive curriculum. Hindi serves as the medium of instruction, aligning with the local language and cultural context. Eight male teachers dedicate their expertise to educating the students. The school follows the State Board curriculum for both class 10th and 10+2 examinations, providing a clear pathway for students’ academic progression. The school also provides midday meals, prepared and served on the school premises, ensuring that students have access to nutritious food, supporting their physical well-being and concentration in the classroom.

Technology plays a limited but present role in the school’s educational approach. The school possesses five functional computers, valuable assets in today’s digital age. However, a computer-aided learning lab is currently absent, leaving potential for future development and integration of technology into the curriculum. The school’s location is easily accessible via an all-weather road, facilitating easy access for both students and staff regardless of weather conditions. The school operates on a standard academic calendar, commencing its sessions in April.

The absence of a library, playground, and pre-primary section indicates potential areas for future expansion and improvement. While these facilities are not currently available, their inclusion could significantly enhance the learning experience and broaden the school’s capabilities. The lack of ramps for disabled children highlights a potential accessibility issue that could benefit from future attention.

Importantly, the school’s rural setting presents unique opportunities and challenges. Serving a rural population demands a focus on community engagement and catering to the specific needs of the local context. The school’s history demonstrates its steadfast commitment to education in the region, providing a foundation upon which future growth and development can be built.

G.I.C. Baseri’s operational details include its unique ID (1223904), precise geographic coordinates (29.74455560 latitude, 79.19705560 longitude), and pin code (263658). This information facilitates easy identification and location, proving valuable for administrative purposes and for those seeking to engage with the school.

The absence of readily available contact information such as a phone number or email address presents a barrier to direct communication. Establishing clear contact channels could significantly enhance the school’s outreach and facilitate better interaction with parents, stakeholders, and potential benefactors.

In conclusion, G.I.C. Baseri, though modest in its current infrastructure and resources, represents a significant pillar of education within its rural community. By addressing its current limitations and capitalizing on its strengths, the school holds immense potential for growth and can further contribute to the educational advancement of its students.

This profile aims to provide a comprehensive overview of G.I.C. Baseri, highlighting its strengths and areas for potential development. The information presented underscores the critical role of this institution in providing educational opportunities within a rural setting and the importance of ongoing support to enhance its capabilities.