CHELAPARA ADHOC UPS

CHELAPARA ADHOC UPS was established in 1991 and it is managed by the Pvt. Aided. 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 Well and it is functional. The school has 0 boys toilet and it is functional. and 0 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Chelapara Adhoc Upper Primary School: A Profile

Chelapara Adhoc Upper Primary School (UPS), established in 1991, serves the rural community of Zikzak block in South West Garo Hills, Meghalaya. This privately aided school, identified by code 17110219202, offers a crucial educational service to the region. Operating within a government building, it provides a valuable learning environment for students in the area.

The school’s infrastructure includes three classrooms, all in good condition, and additional rooms dedicated to non-teaching activities and the head teacher. While the school boasts electricity access, it lacks a boundary wall and a designated playground. The drinking water source is a well, ensuring access to clean water for students and staff.

Instruction at Chelapara Adhoc UPS is conducted in English, catering to students from classes 6 to 8. The school is co-educational and does not offer a pre-primary section. The school’s teaching staff comprises four teachers: three male and one female. These teachers are responsible for educating the students through the Others Board for Class 10 and 10+2.

Technological resources available to students include two functioning computers. However, the school currently lacks a computer-aided learning lab and a library. The absence of a library underscores the need for additional resources to enrich the learning experience beyond the classroom.

The school’s commitment to student well-being is evident in its provision of midday meals, prepared on the school premises. This program is crucial in ensuring that students have access to nutritious food, supporting their learning and overall health. Importantly, the school is accessible via an all-weather road, ensuring regular attendance despite varying weather conditions. The school’s operational calendar aligns with the regional academic year, beginning in April.

The school’s management structure is overseen by a single head teacher, Pradesh Hajong, who is instrumental in the school’s day-to-day operations and educational guidance. This individual plays a critical role in the school’s educational success.

The location of the school in a rural area highlights the importance of Chelapara Adhoc UPS in providing education to a community that may otherwise have limited access to schooling. The school’s existence is vital for community development.

The absence of a boundary wall and a playground highlights areas for potential improvement. These additions would further enhance the school’s facilities and create a more conducive learning environment.

Chelapara Adhoc UPS, despite its limitations, stands as a beacon of educational opportunity in its rural setting. Continued support and development will allow the school to better serve its students and contribute to the growth of the community. The need for additional resources, particularly in the areas of library facilities and computer-aided learning, would significantly enhance the educational experience provided.