NOGOLPARA U.P.SCHOOL

NOGOLPARA U.P.SCHOOL was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in RESUBELPARA block of NORTH 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 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 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.

Nogolpara U.P. School: A Comprehensive Overview

Nogolpara U.P. School, a government-run upper primary school in the rural heart of Meghalaya, stands as a testament to educational dedication. Established in 2003 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, providing crucial middle school learning within the Resubelpara block of North Goro Hills district.

The school’s infrastructure comprises three well-maintained classrooms, ensuring sufficient space for effective learning. A dedicated room for the head teacher further enhances administrative efficiency. The presence of a playground fosters physical activity and recreation for the students. While the school lacks a library and boundary wall, it does boast a reliable electricity connection, a crucial aspect of modern education. Importantly, the school provides mid-day meals, prepared on its premises, ensuring students’ nutritional needs are met. Ramps for disabled children are in place, indicating a commitment to inclusive education.

The school’s academic approach focuses on English as the primary medium of instruction. The teaching staff consists of four male teachers, dedicated to delivering quality education. The school’s management is under the direct supervision of the Department of Education. The head teacher, Shri. Grikijang Shira, leads the school’s academic and administrative functions.

Interestingly, the school has undergone relocation, suggesting an ongoing commitment to providing optimal learning conditions for its students. The fact that the school follows an academic calendar that begins in April indicates alignment with the regional educational structure.

Though the school does not have a pre-primary section or computer-aided learning facilities, the presence of functional boys’ and girls’ toilets highlights the school’s commitment to basic sanitation and hygiene. The availability of drinking water is currently a challenge needing attention to improve the school’s overall facilities.

The school’s academic structure adheres to the “Others” board for class 10 and 10+2, indicating an adherence to a specific curriculum aligned with regional educational standards. This approach suggests a focus on localized learning objectives, emphasizing relevance to the community’s needs.

Despite the absence of a computer lab, the school’s fundamental structure shows a dedication to providing education in a rural setting. The commitment to providing a safe and functional learning environment is noteworthy.

The school’s location in a rural area speaks to its essential role in bridging the educational gap and ensuring accessibility to quality learning for students in underserved regions.

The information provided highlights the strengths and areas for potential improvement in Nogolpara U.P. School. The presence of basic amenities and a dedicated teaching staff signifies a commitment to providing quality education despite the resource constraints. Addressing the lack of drinking water and exploring options for a library and computer lab can further enhance the learning environment.

Nogolpara U.P. School stands as a significant local educational institution. Its dedication to providing primary education is clear and the school’s future development will be crucial in ensuring continued success for the students and the wider community.