ARAKGITTIM UPS

ARAKGITTIM UPS was established in 2005 and it is managed by the Department of Education. It is located in Rural area. It is located in ZIKZAK block of SOUTH WEST GARO HILLS district of Meghalaya. The school consists of Grades from 6 to 8. 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. English 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 None 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 no playground. The school has no library and has 0 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 Provided and Prepared in School Premises providing mid-day meal.

Arakgittim Upper Primary School: A Detailed Overview

Arakgittim Upper Primary School (UPS), identified by code 17110207802, is a government-run co-educational institution located in the rural Zikzak block of South West Garo Hills district, Meghalaya. Established in 2005 under the Department of Education, this school caters to students from Class 6 to Class 8, offering upper primary education only.

The school’s infrastructure includes a government building with three classrooms, all in good condition. Adding to the facilities are two additional rooms dedicated to non-teaching activities and a separate room for the head teacher. While the school boasts electricity access, it lacks a boundary wall, a playground, and a library. The absence of a library is further emphasized by the lack of books available for students. Drinking water facilities are currently unavailable at the school. Furthermore, accessibility for disabled students is limited due to the lack of ramps.

The school’s instructional medium is English, delivered by a dedicated team of four male teachers. The school operates as a non-residential institution, and there are no pre-primary sections or pre-primary teachers. The school follows the “Others” board for class 10 and 10+2. The head teacher, Sebastine Ch Marak, leads a team of four teachers, ensuring the smooth operation of the school.

The school actively provides and prepares mid-day meals on its premises, a crucial aspect of its commitment to student well-being. The school’s commitment to student welfare is also evident in the availability of one functional boys’ toilet and one functional girls’ toilet. However, the absence of computer-aided learning facilities and computers limits the technological integration in the teaching process.

The school’s rural setting presents both challenges and opportunities. Its accessibility via an all-weather road ensures students can attend regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar. The school’s dedication to providing education despite limited resources is commendable.

The school’s infrastructure, while functional, could benefit from significant upgrades. The addition of a boundary wall would enhance security, while a playground would provide vital recreational space for the students. Establishing a library and providing access to books would greatly enrich the learning experience. Furthermore, improved drinking water facilities are urgently needed.

The lack of computers and a computer-aided learning lab presents an opportunity for technological advancements. Integrating technology into the curriculum could enhance engagement and provide students with valuable digital literacy skills. The incorporation of ramps would ensure accessibility for all students, regardless of their physical capabilities.

Investing in these improvements would significantly enhance the overall educational experience for the students of Arakgittim UPS. These upgrades are critical for making the school a more conducive learning environment.

Future development could also focus on increasing the number of teachers to reduce class sizes, improving the teacher to student ratio and enhancing individual attention. Further, exploring partnerships with NGOs or other organizations could lead to additional resources and support.

Arakgittim UPS plays a vital role in providing education to children in a rural setting. While the school faces challenges, its commitment to delivering quality education remains steadfast. By addressing the identified infrastructural and resource limitations, the school can better equip its students for the future. Addressing the need for better resources can enhance this institution’s ability to empower the next generation of students.

The school stands as a testament to the importance of education in rural areas and the commitment of educators to serving their communities. Continued support and investment are crucial to help Arakgittim UPS reach its full potential.