HARIBHANGA CHARBATAPARA UPS

HARIBHANGA CHARBATAPARA UPS was established in 1994 and it is managed by the Pvt. Aided. 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 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 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 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.

Haribhanga Charbatapara Upper Primary School: A Comprehensive Overview

Haribhanga Charbatapara Upper Primary School (UPS), identified by code 17010116303, is a government-run, co-educational institution located in the rural area of Selsela block, West Garo Hills district, Meghalaya. Established in 1994, the school is managed privately with aid and caters to students from classes 6 to 8. The school’s primary medium of instruction is English, ensuring a focus on effective communication skills.

The school infrastructure comprises a government building with three well-maintained classrooms dedicated to teaching. While lacking a boundary wall, the school does boast a playground, offering students a valuable space for physical activity and recreation. The school’s drinking water supply is sourced from a functional well, ensuring access to clean water for students and staff. A noteworthy feature is the provision of mid-day meals, prepared and served on the school premises, addressing the nutritional needs of the students.

The school’s faculty consists of seven male teachers, effectively managing the educational needs of the student body. Led by Head Teacher Jahanuddin Ahmed, the school operates with a singular focus on upper primary education. The school’s management adheres to the “Others” board for class 10 and class 10+2, indicating a flexible approach to academic standards. The absence of a pre-primary section indicates the school’s specific focus on upper primary education.

The school’s location in a rural setting underscores its vital role in providing quality education to a community often underserved. Accessibility via all-weather roads ensures consistent access for students and staff irrespective of weather conditions. The academic session commences in April, aligning with the broader educational calendar.

Despite the lack of certain amenities, such as a library and computer lab, the school prioritizes core educational aspects. The absence of computers and computer-aided learning highlights areas for potential future development and resource allocation. Similarly, the absence of ramps indicates a potential need for accessibility improvements to fully accommodate students with disabilities.

The absence of female teachers is a noteworthy point that warrants consideration for future improvements in staff diversity and representation. The school’s management structure, as a privately aided institution, presents a unique operational model that balances private initiative with public support.

The school’s operational details, including the lack of a boundary wall and electricity despite having a connection, highlight areas for potential infrastructural improvements. These improvements could enhance the overall learning environment and security for the students.

In conclusion, Haribhanga Charbatapara UPS serves a crucial role in providing upper primary education to its community. While there are areas for potential development and improvement, particularly concerning infrastructure and staff diversity, the school’s commitment to providing a quality education, including a mid-day meal program and well-maintained classrooms, is evident.

Future improvements could focus on addressing the lack of female teachers, improving infrastructure such as building a boundary wall and ensuring functionality of the electricity connection, establishing a library and computer lab to enhance learning resources, and implementing ramps to enhance accessibility for students with disabilities. These improvements would strengthen the school’s overall capabilities and ensure a more inclusive and comprehensive learning environment.

The school’s dedication to providing education in a rural setting is commendable, and its continued operation is vital for the educational advancement of the community it serves. Further investment and support in improving the school’s resources and infrastructure would significantly enhance its impact on the students’ lives and the community’s future.