SSM TAMLI

SSM Tamli: A Rural Primary School in Uttarakhand, India

SSM Tamli, a private, co-educational primary school, stands as a beacon of education in the rural landscape of Uttarakhand, India. Established in 2006 under the Pvt. Unaided management, this institution serves students from Class 1 to Class 5, imparting knowledge primarily through the Hindi language. The school's commitment to education is evident in its dedicated team of five teachers – two male and three female – working diligently to shape young minds. The school's principal, Rohit Chandra, leads the faculty with experience and expertise.

The school's infrastructure, while modest, caters to its academic needs. Housed in a private building, SSM Tamli boasts four classrooms, all maintained in excellent condition. Although lacking a boundary wall and electricity, the school compensates with other essential features. A well-stocked library, containing 185 books, provides students with ample reading material, fostering a love for literature and learning. The availability of one boys' toilet and one girls' toilet ensures basic sanitation facilities. Notably, the school incorporates computer-aided learning, suggesting a commitment to modern teaching methodologies, despite the lack of dedicated computer facilities.

The school's location in the rural area of Champawat district presents both challenges and opportunities. Accessibility is a key factor, and the fact that the school is reachable by all-weather roads is a significant advantage for both students and staff. The academic calendar at SSM Tamli aligns with the regional norms, with the academic session commencing in April. The school's commitment to its students is highlighted by the provision of a separate room for the head teacher, further emphasizing the importance placed on effective administration and teacher support.

Despite its rural setting, SSM Tamli strives to offer a comprehensive learning experience. While a playground is absent, the presence of a library and computer-aided learning facilities shows a dedication to both academic enrichment and technological integration, within the available resources. The school's focus on Hindi as the medium of instruction reflects the local linguistic context, ensuring accessibility and understanding among its students.

The absence of a boundary wall and electricity, while challenges, are not insurmountable. The school's management likely prioritizes other essential resources first, focusing on core academic needs and teacher support. The lack of a pre-primary section reflects the school's current focus, allowing for concentrated resources towards the primary school curriculum. The decision to prioritize the acquisition of books for the library over other amenities reflects a commitment to educational materials and literacy development.

The school's dedication to its community is further highlighted by the fact that it functions as a crucial educational hub for the surrounding rural area. The availability of basic facilities such as toilets is a testament to the school's commitment to student wellbeing. The 'Others' classification for higher secondary board affiliations may indicate a strategic approach, potentially focusing on locally relevant opportunities. The commitment of the five teachers, led by the Head Teacher Rohit Chandra, signifies the dedication to providing quality education despite resource limitations.

The absence of a mid-day meal program, marked as 'Not Applicable', might indicate that this isn't a mandated provision for this particular school type or grade level. The information regarding the management style, 'Pvt. Unaided', clarifies the school's financial independence and governance structure. The absence of ramps for disabled children reflects an area where future infrastructural development could be considered, to ensure greater inclusivity.

In conclusion, SSM Tamli, though operating with some resource limitations, offers a valuable educational service to the rural community. Its dedication to providing quality primary education, evidenced by its dedicated staff, library resources, and commitment to computer-aided learning, makes it a crucial element in the local educational landscape. While further improvements in infrastructure are possible, the school's commitment to its students and the community it serves is evident.

The school's details, including its ID (1242503), code (05100305103), and location details (village ID 64551, subdistrict ID 6086, district ID 296, and state ID 16 – Uttarakhand), are integral parts of its overall context. This information allows for better identification and understanding of its position within the larger educational network. Further investigation could reveal specific initiatives or future plans for the school's development.

The information provided highlights the importance of understanding the challenges and opportunities faced by rural schools in India. While acknowledging the limitations in resources, the article also emphasizes the positive aspects, such as the dedicated teachers, accessible location, and the commitment to providing a basic yet functional learning environment. The school's story serves as a case study for understanding the diverse educational landscape of India and the challenges of providing quality education in underserved areas.

This detailed profile of SSM Tamli offers a clear picture of a functioning rural primary school in India, showcasing both its strengths and areas for potential development. By highlighting both the successes and challenges, the article aims to foster a greater understanding and appreciation of the educational landscape in rural India. The information provided can also serve as a valuable reference point for those interested in supporting and improving the quality of education in underserved communities.

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.