GIC NYULI AKARI

GIC NYULI AKARI was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in KEERTINAGAR 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 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 1 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 450 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.

GIC NYULI AKARI: A Comprehensive Profile of a Rural Uttarakhand School

GIC NYULI AKARI, a government-run co-educational school in the rural heartland of Uttarakhand, stands as a beacon of education. Established in 1996 under the Department of Education, this institution serves students from classes 6 to 12, playing a vital role in the community’s educational landscape. Its location in the KEERTINAGAR block of TEHRI GARHWAL district makes it easily accessible via all-weather roads.

The school’s infrastructure comprises a government building housing three well-maintained classrooms dedicated to instruction. Two additional rooms cater to non-teaching activities, and a separate room serves as the head teacher’s office. While the school lacks a boundary wall, it does boast essential amenities such as electricity, a playground, and a library stocked with 450 books. Reliable tap water provides a clean drinking water source for students and staff. Furthermore, the school is equipped with ramps, ensuring accessibility for students with disabilities. Four functional computers support teaching and learning, though computer-aided learning labs are currently absent. The school provides and prepares mid-day meals on its premises.

The school’s teaching staff comprises 19 educators, including 18 male teachers and 1 female teacher. Hindi serves as the primary language of instruction, following the State Board curriculum for both class 10 and 12. The school’s commitment to providing a holistic education is evident in its dedication to its students.

The school’s administrative structure is clear and efficient, operating under the Department of Education. The absence of a pre-primary section caters to the specific needs of the local community. The school also does not operate as a residential facility.

GIC NYULI AKARI’s operational calendar aligns with the regional academic schedule, beginning its session in April. The school’s functional toilets, one each for boys and girls, highlight its commitment to providing a safe and hygienic environment for its students. The presence of a well-maintained playground fosters physical activity and social interaction among the students.

The school’s robust library resource is a crucial component of its educational offerings, supporting a culture of learning beyond the classroom. The school’s commitment to providing a comfortable learning environment includes the provision of ramps for accessibility.

The school’s digital resources, though limited, demonstrate a commitment to modernizing its educational methods. The four computers available can be expanded upon in the future.

GIC NYULI AKARI’s dedication to providing quality education, despite resource limitations, highlights its crucial role in the rural community. The school’s management demonstrates a commitment to providing a nurturing and well-rounded education for its students.

In conclusion, GIC NYULI AKARI is a significant educational institution in rural Uttarakhand. Its combination of essential amenities, dedicated teaching staff, and commitment to student welfare showcases the dedication to providing quality education within the constraints of its resources. Its continued operation and growth are vital to the education and advancement of the surrounding community.