MAWROH MAWLANGNIANG UPS

MAWROH MAWLANGNIANG UPS was established in 1980 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in NONGSTOIN block of WEST KHASI HILLS district of Meghalaya. The school consists of Grades from 5 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 2 boys toilet and it is functional. and 2 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.

Mawroh Mawlangniang Upper Primary School: A Comprehensive Overview

Mawroh Mawlangniang Upper Primary School (UPS), established in 1980, serves the rural community of Nongstoin block in West Khasi Hills district, Meghalaya. This privately aided co-educational institution provides upper primary education, catering to students from classes 5 to 8. The school’s commitment to education is evident in its dedicated team of four teachers – two male and two female – who strive to impart knowledge and skills to their students. English serves as the primary medium of instruction, fostering a diverse learning environment.

The school’s infrastructure comprises three classrooms in good condition, ensuring a conducive learning space for its students. While lacking some amenities, the school prioritizes the well-being of its students. Two functional boys’ toilets and two functional girls’ toilets are available, addressing essential hygiene needs. A midday meal program, prepared and provided on-site, further supports the students’ overall development.

Despite its rural location, the school is accessible via an all-weather road, ensuring consistent attendance for students throughout the year. The academic session commences in April, aligning with the regional academic calendar. The school operates in a private building and lacks a boundary wall, electricity, a library, a playground, and computer-aided learning facilities. The absence of ramps highlights a need for future infrastructural improvements to ensure accessibility for all students. The school is not residential.

The school’s curriculum follows the Others board for class 10 and class 10+2, indicating a focus on a comprehensive and relevant education for the students in the region. The lack of a pre-primary section indicates the school’s specific focus on upper primary education. The school’s location and rural setting create a unique learning experience for students, emphasizing community engagement and practical skills.

The school’s management, being privately aided, highlights a collaborative effort between private and government resources to ensure quality education for the children of the area. This collaborative model is instrumental in overcoming certain resource limitations.

The school’s geographical coordinates (25.52130940, 91.25541120) and pincode (793119) provide convenient access for prospective students and visitors. Unfortunately, contact information such as phone number and email address is currently unavailable.

Despite the absence of certain amenities, Mawroh Mawlangniang UPS plays a vital role in providing quality upper primary education to the rural community. The dedicated teaching staff and the provision of a midday meal program demonstrate a commitment to student well-being and academic success.

The school’s continued operation and its contribution to the community highlight the importance of supporting rural education initiatives. The lack of certain facilities presents opportunities for future development and infrastructural improvements.

Future plans might involve securing electricity, constructing a boundary wall, establishing a library, creating a playground, and introducing computer-aided learning programs. These improvements would further enhance the learning environment and provide students with access to modern educational resources.

Further initiatives could focus on improving accessibility for students with disabilities by constructing ramps and ensuring a fully inclusive learning experience for all. Continued support from the community and government agencies would be vital in achieving these goals.