MONGGOLAGRI G/A SEC. SCHOOL

MONGGOLAGRI G/A SEC. SCHOOL was established in 1991 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in DALU block of WEST GARO HILLS district of Meghalaya. The school consists of Grades from 9 to 10. 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 0 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 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.

Monggolagri G/A Secondary School: A Comprehensive Overview

Monggolagri G/A Secondary School, a private, co-educational institution located in the rural area of West Garo Hills district, Meghalaya, India, offers secondary education (classes 9 and 10). Established in 1991, and managed by the Pvt. Aided, the school plays a vital role in the community’s educational landscape. The school’s academic focus utilizes English as the primary language of instruction.

The school’s infrastructure, while functional, presents opportunities for improvement. The school building, privately owned, currently lacks a boundary wall and electricity. However, the school possesses essential facilities like one boys’ toilet and one girls’ toilet, ensuring basic hygiene provisions for students. The absence of a playground, library, and computers, represent areas needing attention to enhance the overall learning environment. Notably, the school does not provide midday meals.

The school’s teaching staff consists of six male teachers, dedicated to delivering quality education to its students. The absence of a pre-primary section indicates a focus solely on secondary-level instruction. The school’s administrative structure, lacking a designated head teacher, may present operational challenges.

Accessibility is a key consideration, as the school is approachable by all-weather roads. The school operates on an academic calendar that commences in April, aligning with the regional academic schedule. The school’s location in a rural setting emphasizes its significance in providing educational access to the local community.

Although the school lacks certain amenities found in more well-equipped institutions, its core function remains delivering secondary education. The absence of computers and a computer-aided learning lab highlights a potential area for technological enhancement to improve the learning experience.

The school’s academic affiliations and the examination boards for its classes are significant aspects requiring clarification. Information concerning the class 10th and 10+2 examination boards was not available; however, for the 10+2 level, the board listed is “Others.”

The absence of a library and books further underscores the need for improved resource allocation. This lack of resources may potentially impact the students’ ability to engage in independent study and research. Improving library resources would significantly enhance the school’s educational capabilities.

Addressing the infrastructure limitations, such as the lack of electricity and boundary wall, would greatly benefit the school’s operational efficiency and safety. Similarly, the addition of a playground and computer lab would positively impact the students’ physical and technological learning experiences.

The school’s management is actively engaged in providing secondary education, acknowledging that considerable effort is needed to improve facilities and resources. The lack of a head teacher points to another operational area requiring attention and development.

In conclusion, Monggolagri G/A Secondary School serves a crucial educational role within its community, yet requires strategic improvements to enhance its infrastructure, resource availability, and overall learning environment. Addressing these improvements will contribute to a more supportive and enriching experience for both students and faculty.