G.SEC.S.TULSIYO KA NAMLA

G.SEC.S.TULSIYO KA NAMLA was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in SALUMBAR block of UDAIPUR district of Rajasthan. The school consists of Grades from 1 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 7 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 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 173 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

G.SEC.S. Tulsiyo Ka Namla: A Comprehensive Profile of a Rural Rajasthan School

G.SEC.S. Tulsiyo Ka Namla, a government-run co-educational school, stands as a vital educational institution in the rural landscape of Rajasthan, India. Established in 1984 under the Department of Education, this primary and upper-primary school caters to students from Class 1 to Class 10, serving the community of Salumbar block in Udaipur district.

The school’s infrastructure comprises a sturdy pucca building, housing seven well-maintained classrooms dedicated to instruction. Electricity ensures a conducive learning environment, complemented by a functional library stocked with 173 books, fostering a love for reading amongst students. Access to clean drinking water is provided through hand pumps, ensuring the health and well-being of the student body. The school’s commitment to accessibility is evident in the provision of ramps for disabled students, promoting inclusivity in education.

The teaching staff consists of eleven dedicated educators, including ten male teachers and one female teacher, working together to impart knowledge and shape young minds. Hindi serves as the primary language of instruction, connecting the curriculum to the students’ cultural context. The school follows the State Board curriculum for Class 10, providing a structured pathway for students to pursue their academic aspirations. Meals are provided to students, although they are not prepared on-site.

The school’s operational details reveal a strong commitment to education within the constraints of its rural setting. While a playground is absent, the presence of a library and a commitment to providing meals highlights the school’s dedication to holistic child development. The school’s location in a rural area presents both challenges and opportunities, demanding adaptability and resourcefulness from its staff and community.

The school’s operational hours align with the academic calendar, beginning in April. This timing considers seasonal factors and facilitates a structured learning environment throughout the year. The absence of a pre-primary section and computer-aided learning facilities underscores areas for potential future development and expansion to meet the evolving needs of the community.

The school’s management, under the Department of Education, ensures adherence to established educational standards and guidelines. Regular oversight and resource allocation from the department play a crucial role in maintaining the school’s operational efficiency and providing necessary support.

The school’s location presents both advantages and limitations. The rural setting allows for a strong connection with the local community, but it may also present challenges concerning accessibility and resource limitations. The presence of a functional library and access to clean drinking water indicate a proactive approach to meeting basic student needs.

The school’s history since its establishment reflects its contribution to the educational development of the Salumbar region. It serves as a cornerstone of the local community, shaping the future of its students through quality education and commitment to student welfare.

In conclusion, G.SEC.S. Tulsiyo Ka Namla stands as a testament to the dedication of educators in serving the educational needs of rural Rajasthan. While the school faces certain infrastructural and resource limitations, its commitment to providing quality education within its accessible and inclusive environment remains commendable.

Future improvements could focus on the expansion of facilities, such as the addition of a playground and the integration of computer-aided learning technologies, to enhance the overall learning experience for students. With continuous support and strategic development, G.SEC.S. Tulsiyo Ka Namla can continue to play a crucial role in shaping the future of the community it serves.