G.I.C. SYALDEY

G.I.C. SYALDEY was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in SYALDEY 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 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 No Boundary Wall 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 a playground. The school has a library and has 1565 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 8 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. SYALDEY: A Comprehensive Profile of a Rural Uttarakhand School

G.I.C. SYALDEY, a government-run upper primary, secondary, and higher secondary school (classes 6-12), stands as a vital educational institution in the rural landscape of Uttarakhand, India. Established in 1962 under the Department of Education, it serves the SYALDEY block of the ALMORA district, offering a co-educational environment. The school’s commitment to education is evident in its resources and dedicated staff.

The school’s infrastructure comprises three well-maintained classrooms, two boys’ toilets, and one girls’ toilet, ensuring basic amenities for its students. While lacking a boundary wall, the school boasts a functional library housing an impressive collection of 1565 books, fostering a love of learning and providing valuable resources. The presence of a playground further enriches the student experience, promoting physical activity and recreation.

G.I.C. SYALDEY’s academic focus is underscored by its dedicated teaching staff. Fifteen teachers, including thirteen male and two female educators, impart knowledge using Hindi as the primary medium of instruction. The school follows the State Board curriculum for both class 10th and 10+2, providing students with a structured path towards higher education. The school’s commitment to student well-being extends to providing midday meals, prepared and served on the premises.

Technological resources are also available, with eight functional computers aiding in teaching and learning, though a dedicated computer-aided learning lab is currently absent. The school’s reliance on tap water for drinking ensures access to clean and safe hydration. The absence of ramps presents a potential accessibility challenge for students with disabilities, an area where future improvements could significantly enhance inclusivity.

The school’s rural location highlights its crucial role in providing quality education to students in a less-developed area. Accessibility is further improved by its all-weather road access, facilitating easy commute for both students and staff. The school’s operational schedule aligns with the typical academic calendar, beginning in April.

The school’s management, under the Department of Education, provides a framework of governance and oversight, ensuring adherence to educational standards and policies. The school’s non-residential nature means students commute daily, requiring effective coordination with parents and local transportation systems.

In summary, G.I.C. SYALDEY is a significant educational asset in the rural community it serves. While certain improvements could enhance its facilities and inclusivity, the school demonstrates a consistent commitment to education and student welfare, contributing to the development of the region’s human capital.

The school’s dedication to providing a comprehensive education is mirrored in its well-stocked library and the provision of midday meals. These factors contribute significantly to the overall student experience, ensuring that students have both the resources and the nutritional support necessary for academic success.

The staff-to-student ratio, while not explicitly provided, can be inferred from the number of teachers and the grade levels covered, suggesting a manageable class size conducive to effective learning. The absence of certain facilities, such as a computer-aided learning lab and ramps, presents opportunities for future expansion and improvement.

The information provided highlights a school actively engaged in providing quality education within its community. Further details regarding student enrollment, academic achievements, and future development plans would enrich the understanding of its impact and progress. Nevertheless, the available data paints a picture of a dedicated and functioning educational institution striving to fulfill its vital societal role.