GIC MAYALI

GIC Mayali: A Comprehensive Profile of a Rural Uttarakhand School

GIC Mayali, a government-run school in the Rudraprayag district of Uttarakhand, India, stands as a vital educational institution serving the rural community. Established in 1989 under the Department of Education, it caters to students from classes 6 to 12, offering a comprehensive curriculum leading to both secondary and higher secondary qualifications. The school's location in the Jakholi block ensures accessibility to a significant student population.

The school boasts a co-educational environment, fostering inclusivity and providing equal opportunities for both boys and girls. With a total of 21 teachers – seven male and fourteen female – GIC Mayali maintains a strong teacher-student ratio, ensuring personalized attention to individual learning needs. Hindi serves as the primary language of instruction.

GIC Mayali's infrastructure includes a government-owned building with three well-maintained classrooms. The school also has additional rooms for non-teaching activities and a dedicated space for administrative staff. Despite having a pucca boundary wall, it is noted to be in a state of disrepair. The school's facilities are further enhanced by reliable electricity and a clean drinking water supply via tap water.

The school's commitment to modern teaching methodologies is evident in its computer-aided learning lab, equipped with four functional computers. A well-stocked library, housing 255 books, further enriches the learning experience. While the school provides midday meals, prepared on the premises, the absence of a playground is a notable aspect.

The school operates under the State Board for both class 10th and 10+2 examinations, providing students with a recognized and respected educational pathway. Interestingly, despite its wide range of classes offered, the school does not have a pre-primary section. Furthermore, the school building itself is not used for any shift system, and there are no residential facilities available for students.

GIC Mayali's commitment to its students extends to its infrastructure that includes separate functional toilets for boys and girls. However, the lack of ramps presents a challenge for students with disabilities, highlighting a potential area for improvement and accessibility.

The school's rural location, accessibility via all-weather roads, and its April start to the academic year underscore its integration within the local community's rhythm and needs. The school's management remains committed to providing quality education despite the challenges presented by its resources and location.

The school’s academic success is underpinned by its dedicated staff and its commitment to providing a quality education in a rural setting. The detailed information presented reveals a school striving to overcome limitations while effectively serving its community. Further development and investment in infrastructure, particularly in accessibility and recreational facilities, could enhance the educational experience for all students.

GIC Mayali stands as a testament to the ongoing effort to provide educational opportunities in even the most remote areas. The school's challenges and successes highlight the need for ongoing support and investment in rural education to ensure that all students have access to quality learning environments. Its dedication to providing a comprehensive education is evident in its broad curriculum and commitment to modern learning resources.

In conclusion, GIC Mayali’s profile presents a mixed picture of a school working hard within its limitations to offer a valuable service. Its strengths lie in its dedicated staff, comprehensive curriculum, and commitment to providing midday meals. However, areas for improvement exist in accessibility for students with disabilities and the provision of a playground. With continued support and investment, GIC Mayali has the potential to become an even more impactful educational institution within its community.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.