GIC CHAM

GIC CHAM was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in THOULDHAR block of TEHRI GARHWAL 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 Hedges 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 550 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 15 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.

GIC CHAM: A Comprehensive Overview of a Rural Uttarakhand School

GIC CHAM, a government-run upper primary school with secondary and higher secondary sections (grades 6-12), stands as a vital educational institution in the rural landscape of Uttarakhand. Established in 1975 under the Department of Education, it serves the THOULDHAR block of TEHRI GARHWAL district. The school’s commitment to education is evident in its robust infrastructure and dedicated teaching staff.

The school’s physical infrastructure includes a government-owned building featuring three well-maintained classrooms. Two boys’ toilets and one girls’ toilet provide essential sanitation facilities. A sizable playground offers students ample space for recreation and physical activity. Further enhancing the learning environment is a library stocked with 550 books, fostering a love for reading and knowledge acquisition. The school also benefits from a reliable tap water supply and electricity connection.

GIC CHAM employs a total of 15 teachers, with 12 male teachers and 3 female teachers. This dedicated team works collaboratively to provide a high-quality education. The school’s instruction medium is Hindi, catering to the local linguistic needs of the students. The school follows the State Board curriculum for both class 10th and 10+2 examinations.

The school’s commitment extends beyond academic instruction. Recognizing the importance of nutrition, GIC CHAM provides and prepares mid-day meals on its premises, ensuring students receive proper nourishment. The school’s location in a rural area highlights its critical role in bridging the educational gap and providing opportunities for students in underserved communities.

The availability of 15 functional computers, while lacking a dedicated computer-aided learning lab, indicates a progressive approach to technology integration. The school’s hedge boundary wall ensures a secure and defined learning space. The head teacher, BAIJNATH SINGH YADAV, leads a team committed to the students’ holistic development.

GIC CHAM’s operational structure is characterized by its co-educational nature, catering to both boys and girls. Notably, it does not have a pre-primary section. The school building is not used as a shift school. Its accessibility is ensured by an all-weather road. The academic session begins in April, aligning with the broader educational calendar in the region.

The school’s management, under the Department of Education, ensures adherence to established standards and regulations. The provision of a library, playground, and sanitary facilities demonstrate a commitment to creating a well-rounded and supportive learning environment. The school’s resources are thoughtfully allocated to support the educational needs of the students.

Despite lacking ramps for disabled children, the school’s infrastructure is generally well-maintained and functional, signifying an ongoing commitment to providing quality education. The absence of contract teachers highlights a reliance on a stable and dedicated teaching force. The school’s rural location further underscores its vital role in local community development.

GIC CHAM’s legacy of providing quality education since 1975 serves as a testament to its commitment to the students and the community it serves. Its location, facilities, and dedicated staff all contribute to creating a learning environment that strives for academic excellence and holistic development.

In conclusion, GIC CHAM stands as a model of a rural school dedicated to serving its community. Its comprehensive facilities, dedicated staff, and commitment to quality education ensure that students receive the best possible opportunities for growth and success. The school’s ongoing dedication to improvement and adaptation ensures it will continue to thrive in the years to come.