DEISNGI NONGBRI UP SCHOOL

DEISNGI NONGBRI UP SCHOOL was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MYLLIEM block of EAST KHASI 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 Private building. It has got 2 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 Pucca But Broken boundary wall. The school has doesn’t 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 Not Applicable providing mid-day meal.

Deisngi Nongbri Upper Primary School: A Detailed Profile

Deisngi Nongbri Upper Primary School, established in 2002, is a private, unaided co-educational institution located in the rural area of Myllyiem block, East Khasi Hills district, Meghalaya. This upper primary school caters to students from classes 6 to 8, offering a valuable educational opportunity within its community.

The school’s infrastructure comprises a private building with two classrooms in good condition. While the school lacks certain amenities, its two functional toilets (one each for boys and girls) serve the student population. The school’s boundary wall, although described as “pucca but broken,” provides a measure of security. The absence of electricity presents a significant challenge.

The school’s academic focus is primarily on English as the medium of instruction. The teaching staff consists of a single female teacher, highlighting the need for additional educators to meet the growing needs of the student population. The school operates without a head teacher, a critical position that warrants attention.

Despite its limitations, the school strives to provide quality education. The lack of a library, playground, computers, and computer-aided learning facilities underscores the need for resource allocation and infrastructural improvements. The absence of a pre-primary section indicates a focus solely on upper primary education.

The school’s location is accessible by all-weather roads, ensuring consistent student attendance. The academic session commences in April, aligning with the broader educational calendar.

The lack of drinking water facilities is a significant concern, posing potential health risks to students and staff. Addressing this issue should be a priority for the school administration.

Further development is crucial for enhancing the learning environment. The addition of a library, playground, computers, and a computer lab would significantly enrich the educational experience. Recruiting additional teachers would reduce the workload on the existing teacher.

The school’s management should explore opportunities to secure funding for infrastructure upgrades and resource acquisition. Collaborations with NGOs or government agencies could facilitate access to necessary resources and support.

The overall condition of the school, though functional, underscores the need for substantial improvements to create a more conducive learning environment. Addressing the lack of electricity, improved sanitation, and the provision of basic amenities like drinking water are immediate priorities.

The future success of Deisngi Nongbri Upper Primary School depends on proactive steps towards improved infrastructure, increased staffing, and resource acquisition. Continuous efforts in these areas would ensure its continued contribution to the education of the community.