GOLADIGLI UPGRADED UP SCHOOL

GOLADIGLI UPGRADED UP SCHOOL was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SELSELLA block of 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 Private building. It has got 4 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 Hand Pumps 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 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.

Goladigli Upgraded UP School: A Comprehensive Overview

Goladigli Upgraded UP School, located in the rural area of Selsela block, West Garo Hills district, Meghalaya, is a private, co-educational institution established in 2009. Operating under private unaided management, the school caters to students from classes 6 to 8, focusing on upper primary education. The school’s unique features and operational aspects are detailed below.

Infrastructure and Facilities: The school boasts four classrooms, all in good condition, designed for effective teaching. Additional rooms are available for non-teaching activities, including a dedicated space for the head teacher. The school building is privately owned and lacks a boundary wall or electricity connection. However, a reliable source of drinking water is provided through hand pumps.

Academic Environment: English serves as the primary medium of instruction. The school employs a team of five teachers – three male and two female – dedicated to providing quality education. The school’s head teacher, Sabbir Hossain, leads the faculty. The absence of a pre-primary section reflects the school’s singular focus on upper primary education.

Accessibility and Accessibility Features: The school is accessible via an all-weather road, ensuring convenient access for students and staff. The school does not currently offer facilities for disabled students, emphasizing the need for future development in this area.

Technological Resources: Currently, the school lacks computer facilities and computer-aided learning programs. The absence of computers highlights a potential area for improvement in enhancing teaching and learning.

Extracurricular Activities: The school currently does not have a playground or a library. The absence of these resources signifies a potential area for future expansion. This lack of facilities may impact the holistic development of the students.

Operational Details: The school’s academic session commences in April. Given the school’s rural location and limited resources, community engagement and partnerships might be crucial for further development.

Future Development: Future development plans could prioritize the addition of a library and playground, enhancing students’ learning experience beyond the classroom. Securing electricity access would significantly improve the school’s overall functionality and capacity for technological advancements. The integration of computer-aided learning and the inclusion of accessibility features for disabled children are vital aspects that could significantly enhance the school’s inclusivity and overall quality of education.

Community Involvement: Collaboration with local communities and organizations is crucial for achieving these improvements. Such partnerships could facilitate the provision of necessary resources, securing funding, and driving meaningful advancements in the school’s infrastructure and resources.

Conclusion: Goladigli Upgraded UP School provides essential upper primary education to the rural community. While the school faces some infrastructural and resource challenges, its dedicated staff and commitment to education create a foundation for future growth and development. With the implementation of strategic development plans and community engagement, the school holds the potential to become an even more impactful educational institution in its community.