G.I.C. SOOPI

G.I.C. SOOPI was established in 1989 and it is managed by the Department of Education. It is located in Rural area. It is located in KAPKOTE block of BAGESHWAR 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 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 Partial 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 461 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 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. SOOPI: A Comprehensive Profile of a Rural Uttarakhand School

G.I.C. SOOPI, a government-run co-educational school, stands as a vital educational institution serving the rural community of KAPKOTE block in BAGESHWAR district, Uttarakhand. Established in 1989 under the Department of Education, this upper primary school extends its educational services to students from class 6 to 12. The school’s commitment to education is evident in its robust infrastructure and dedicated teaching staff.

The school’s infrastructure comprises a government-built structure housing three well-maintained classrooms dedicated to instruction. Supplementing the classrooms, the school also has two additional rooms allocated for various non-teaching activities. A dedicated room is available for the head teacher, ensuring efficient administrative operations. The school is partially enclosed by a boundary wall, providing a measure of security and privacy. Reliable electricity supply ensures a conducive learning environment. Importantly, the school provides clean and safe drinking water through a functional tap water system.

Adding to its facilities, G.I.C. SOOPI boasts a library stocked with 461 books, offering students access to a wide range of reading materials. The school’s commitment to inclusive education is demonstrated by its provision of separate functional toilets for boys (two) and girls (one). Furthermore, the availability of four functional computers aids in enhancing the learning experience. While the school does not currently offer computer-aided learning or a playground, the presence of a library and computers highlight its efforts to provide a comprehensive learning environment.

The school’s teaching staff consists of 15 male teachers and one female teacher, totaling 16 dedicated educators committed to providing quality education. Instruction is imparted in Hindi, reflecting the local language and cultural context. The school follows the State Board curriculum for both class 10 and 10+2 examinations. The school diligently provides mid-day meals, prepared and served on-site, ensuring that students’ nutritional needs are met.

G.I.C. SOOPI’s location in a rural area underscores its crucial role in providing accessible education to underserved communities. Its accessibility is further enhanced by its year-round road connectivity. The school’s academic year commences in April, following the standard academic calendar. The school’s dedicated teachers and functional facilities work in tandem to provide a quality education.

Despite its strengths, G.I.C. SOOPI lacks a pre-primary section, a playground, and a computer-aided learning lab. These areas present opportunities for future development and expansion to enhance the overall learning experience. Further investment in these areas would significantly enhance the school’s capacity to provide holistic education to its students.

The school’s commitment to providing a safe and supportive learning environment is further highlighted by the lack of any need for ramps for disabled students, suggesting that the school buildings are designed to be accessible. The absence of a residential facility reinforces the school’s focus on providing daytime educational services. The school’s dedication to academic excellence and community support makes it a valuable asset to the surrounding rural community.

The detailed information available about G.I.C. SOOPI offers valuable insights into its functioning and the challenges faced by rural schools in ensuring quality education. This information can serve as a baseline for future planning and development initiatives aimed at improving educational facilities in similar settings. The school’s consistent efforts to provide quality education despite resource constraints highlight the dedication of its teachers and administration.

This comprehensive profile of G.I.C. SOOPI aims to provide a complete picture of the school’s infrastructure, staffing, curriculum, and overall educational approach. This detailed information allows for a better understanding of the school’s strengths, weaknesses, and potential for future growth. The data presented offers a starting point for further discussions and initiatives aimed at improving the quality of education in rural areas.

The ongoing effort to improve G.I.C. SOOPI and similar schools underscores the importance of continued investment in rural education. This commitment will not only enhance the learning experience of the students but also contribute to the overall development of the community. With continued support and development, G.I.C. SOOPI can continue to serve as a beacon of educational opportunity in the rural landscape of Uttarakhand.