DOMMAWSAW PERSARA UPS

DOMMAWSAW PERSARA UPS was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in MAWKYRWAT block of SOUTH WEST 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 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 None and it is functional. The school has 3 boys toilet and it is functional. and 3 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.

Dommasaw Persara Upper Primary School: A Comprehensive Overview

Dommasaw Persara Upper Primary School (UPS), established in 2010, serves the rural community of Mawkyrwat in the South West Khasi Hills district of Meghalaya, India. Managed by the Department of Education, this co-educational institution caters to students from Class 6 to Class 8, offering a crucial link in the educational journey of its students.

The school’s infrastructure comprises a private building with three classrooms, ensuring a conducive learning environment. While lacking a boundary wall and electricity, the school prioritizes accessibility with ramps for disabled students, highlighting a commitment to inclusivity. The school’s three boys’ and three girls’ toilets underscore its dedication to providing basic amenities.

The school’s educational approach emphasizes English as the primary medium of instruction, reflecting a commitment to modern language proficiency. A dedicated staff of four teachers, including one head teacher (Risnityk K Bani), and two male and two female teachers, provide comprehensive educational support. The school’s operational structure adheres to the academic calendar, with sessions commencing in April.

Meals are provided and prepared on the school premises, alleviating a significant concern for many students’ families. While there is no library or playground on-site, the availability of a separate room for the head teacher and other non-teaching activities demonstrates a commitment to organizational structure and efficiency.

The school’s commitment to providing a quality education is reinforced by its adherence to the ‘Others’ board for classes 10 and 10+2. This suggests an alignment with alternative or specialized educational pathways, potentially catering to the unique needs and opportunities within the local community.

The school’s location in a rural setting underscores its important role in bridging educational disparities and ensuring access to learning for students in a less-developed area. The lack of computer-aided learning facilities and a computer lab highlights a potential area for future development and improvement.

The school’s absence of a pre-primary section and the non-residential nature of the school focus its resources and efforts on providing effective upper primary education. This specialized approach allows the school to concentrate its resources on delivering quality instruction in the designated grade levels.

Future plans for the school might include the integration of technology, the construction of a boundary wall and library, and further development of extracurricular activities such as playgrounds. Such additions would significantly enhance the learning environment and overall educational experience for its students.

In summary, Dommasaw Persara UPS plays a vital role in educating children from a rural region, demonstrating commitment despite limited resources. The school’s dedication to its students is evident in its inclusive practices and provision of essential amenities. Further development and upgrades would undoubtedly benefit the community further.

The school’s information, including its location (latitude: 25.40750990, longitude: 91.46368150) and pincode (793114), allows for easy identification and contact. This accessibility of information is vital for promoting engagement with local communities and educational support organizations.