GOVT. HIGHER SECONDARY SCHOOL TUMLA

GOVT. HIGHER SECONDARY SCHOOL TUMLA was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in FARSABAHAR block of JASHPUR district of Chhattisgarh. The school consists of Grades from 9 to 12. 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 0 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 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 125 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 Not Provided providing mid-day meal.

Govt. Higher Secondary School Tumla: A Comprehensive Overview

Govt. Higher Secondary School Tumla, established in 1984, stands as a prominent educational institution in the rural landscape of Chhattisgarh, India. Managed by the Department of Education, this co-educational school caters to students from classes 9 through 12, offering a crucial link in the secondary and higher secondary education chain for the region. The school’s commitment to education is evident in its robust infrastructure and dedicated teaching staff.

Infrastructure and Resources:

The school boasts a sturdy pucca building, complete with a well-maintained playground and a functional library housing an impressive collection of 125 books. Hand pumps provide a reliable source of drinking water for students and staff. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and comfortable learning environment. Importantly, the school is accessible via an all-weather road, ensuring consistent attendance despite weather conditions. The school’s adherence to safety standards is further demonstrated by its pucca boundary wall and reliable electricity supply.

Teaching Staff and Curriculum:

A dedicated team of 19 teachers, comprising 13 male and 6 female educators, delivers the curriculum. Instruction is primarily imparted in Hindi, reflecting the local linguistic context. The school follows the State Board curriculum for both class 10 and class 12 examinations, providing students with a standardized educational pathway recognized across the state. The head teacher, Chonhas Lakra, leads the school’s administrative and academic endeavors. The school operates on an academic calendar that commences in April, aligning with the broader educational schedule in the region.

Accessibility and Inclusivity:

The school’s commitment to inclusivity is demonstrated by the provision of ramps for disabled students, ensuring accessibility for all learners. The school’s rural location underscores its significance in bringing quality education to underserved communities. The school’s design facilitates learning by providing separate rooms for the headmaster and non-teaching staff, optimizing workflow and creating dedicated learning spaces.

Further Details:

While the school currently lacks computer-aided learning facilities, its strong foundation and dedicated faculty ensure a solid educational experience. The absence of a midday meal program signifies an area where potential improvements could enhance the students’ holistic development. The school’s operational details, such as its government-provided building and absence of contract teachers, reflect its established standing within the educational system. The school’s non-residential nature further specifies its focus on providing daytime educational services.

Conclusion:

Govt. Higher Secondary School Tumla serves as a vital pillar of the local educational landscape. Its robust infrastructure, dedicated teaching staff, and commitment to inclusivity positions it to continue its contribution to the community’s educational advancement for years to come. The school’s adherence to the State Board curriculum provides students with a pathway to further education and opportunities. The ongoing evaluation of its resources and programs promises further development and positive transformation for the benefit of its students. Its location and accessibility in a rural setting highlights its critical role in ensuring equitable access to quality education for all students in the region.