DAWA GITTINGGRE U.P.S

DAWA GITTINGGRE U.P.S was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in SAMANDA block of EAST 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 doesn’t 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 3 girls toilet and it is functional. The school has a 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.

Dawa Gittinggre U.P.S: A Rural Upper Primary School in Meghalaya

Dawa Gittinggre U.P.S, a government-run upper primary school, serves the rural community of Samanda block in East Garo Hills, Meghalaya. Established in 2009 under the Department of Education, the school provides education for students from classes 6 to 8. Its co-educational environment fosters a welcoming atmosphere for all students. The school is easily accessible via an all-weather road, ensuring consistent attendance despite weather conditions. The academic year commences in April, aligning with the regional calendar.

The school’s infrastructure comprises a government-owned building featuring three well-maintained classrooms dedicated to instruction. These classrooms are supplemented by two additional rooms for non-teaching activities and a separate office for the head teacher. While the school boasts a playground for recreational activities, it currently lacks a library and a boundary wall. Despite the absence of electricity and a computer-aided learning lab, the school remains committed to providing quality education.

The school’s dedicated teaching staff consists of one male teacher and three female teachers, totaling four educators. The head teacher, Smti Tilarina Marak, leads the school’s operations, ensuring effective management and oversight. The school prioritizes the well-being of its students by providing mid-day meals prepared on the premises. Clean drinking water is readily available through a functional tap water system, demonstrating a commitment to hygiene. The school also caters to the needs of students with disabilities by providing ramps for easy classroom access. Separate functional toilet facilities are available for boys (two) and girls (three).

The school’s curriculum is delivered in English, reflecting a commitment to modern teaching methodologies. The school follows the Others board for classes 10 and 10+2, indicating a potential focus on alternative curricula or locally relevant learning outcomes. The lack of a pre-primary section and computer facilities highlights areas where future development could further enhance the school’s offerings.

The absence of a library presents an opportunity for future development. A well-stocked library could significantly enrich the students’ learning experience and foster a love of reading. Similarly, the lack of a boundary wall is a noteworthy point for future improvement, as a wall could enhance security and provide a more defined school perimeter. The absence of computers and a computer lab limits access to technology, which plays an increasingly important role in modern education.

Securing electricity would be a significant step towards improving the overall learning environment. Electricity would power lighting, allowing for extended learning hours, and enable the integration of technology into the classroom, thereby facilitating access to a broader range of educational resources. The provision of these improvements would significantly benefit the students’ learning experience.

Despite its current limitations, Dawa Gittinggre U.P.S plays a vital role in providing quality primary education to the rural community it serves. The school’s commitment to providing a conducive learning environment, even in the face of resource constraints, is a testament to the dedication of its teachers and staff. The availability of clean water, functional restrooms, and a playground ensures that the students’ physical needs are met.

The school’s management, under the Department of Education, is clearly committed to serving its students. The provision of mid-day meals demonstrates the administration’s understanding of the importance of nutrition in student success. The school’s success hinges on continued support and investment, allowing for improvements to infrastructure and resources.

Continued investment in Dawa Gittinggre U.P.S will undoubtedly lead to enhanced educational opportunities for the students. The addition of a library, computers, electricity, and a boundary wall will greatly improve the school’s facilities. This investment will not only benefit the students directly but also strengthen the community by fostering a culture of learning and progress. The school’s future growth will contribute to the overall development of the region. The school’s commitment to providing quality education in a rural setting serves as an inspiring example of dedication to education in underserved communities.