CHAPAHATI II SSA UPS

CHAPAHATI II SSA UPS was established in 2008 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 Tap Water 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 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.

Chapahati II SSA UPS: A Comprehensive Profile of a Rural Upper Primary School in Meghalaya

Chapahati II SSA UPS, a government-run upper primary school, stands as a vital educational institution in the rural landscape of Meghalaya. Established in 2008 under the Department of Education, this co-educational school caters to students from classes 6 to 8, offering a crucial link in their educational journey. Its location within the Zikzak block of South West Garo Hills district places it at the heart of a community it serves.

The school’s infrastructure reflects its dedication to providing a conducive learning environment. The government-provided building houses three well-maintained classrooms, ensuring ample space for instruction. While lacking a boundary wall and a playground, the school boasts readily available tap water, a crucial resource for the students and staff. The presence of functional boys’ and girls’ toilets underscores the school’s commitment to hygiene and sanitation. Importantly, ramps for disabled children ensure accessibility for all students.

The teaching staff comprises four male teachers, dedicated to imparting knowledge and shaping young minds. English serves as the primary medium of instruction, equipping students with essential communication skills. The school’s management actively provides and prepares meals on the premises, addressing the nutritional needs of its students. The head teacher, Grebith Marak, leads the school’s educational endeavors, providing guidance and support.

The school’s curriculum focuses solely on upper primary education (classes 6-8), aligning with its designation as an Upper Primary School. The school follows an ‘Others’ board for class 10 and 10+2, indicating a unique approach to curriculum design and potentially tailored to regional needs. The absence of a pre-primary section and computer-aided learning facilities highlights areas where future development could enhance the school’s capabilities.

The school’s operational details further highlight its functioning. The academic session begins in April, aligning with the regional academic calendar. The school’s rural setting emphasizes its crucial role in providing educational opportunities in underserved areas. Despite lacking a library and computers, the school’s fundamental commitment to providing a quality education shines through.

The school’s operational efficiency is evident in its reliable access to electricity and tap water, ensuring a functional learning environment. The school’s status as non-residential simplifies its operational model, allowing the focus to remain firmly on educational provision. The absence of contract teachers indicates a stable teaching staff.

Despite the absence of certain amenities, the school’s fundamental strength lies in its committed teaching staff, reliable infrastructure, and commitment to providing meals. The school’s location and focus on upper primary education position it as a cornerstone of the community’s educational landscape.

In summary, Chapahati II SSA UPS demonstrates a dedication to education in a rural setting, despite facing infrastructural limitations. The school’s future growth could involve enhancing facilities such as a library, playground, computer lab, and potentially integrating computer-aided learning methods.

The information provided reflects the school’s current status. The school’s profile highlights its successes and areas for potential improvement, offering a clear picture of its contribution to the community’s educational needs. Further updates and developments may modify the current information.

Finally, the school’s accessibility by all-weather roads ensures consistent student attendance, minimizing disruption caused by inclement weather. This is a significant factor contributing to its operational success and consistent educational provision. The school’s dedication and commitment to its students provide a strong foundation for future development and growth.