NORTH MOULAKANDI LPS

NORTH MOULAKANDI LPS was established in 2002 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 1 to 5. 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. Assamese 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 2 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 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 Not Applicable providing mid-day meal.

NORTH MOULAKANDI LPS: A Rural Primary School in Meghalaya

NORTH MOULAKANDI LPS, a private, co-educational primary school, serves the rural community of Selsela block in West Garo Hills, Meghalaya. Established in 2002, this school provides essential education to students from Class 1 to Class 5, playing a vital role in the region’s educational landscape.

Academic Focus and Infrastructure:

The school’s instruction medium is Assamese, catering to the local language needs of its students. With a total of three teachers (two male and one female), the school maintains a manageable student-teacher ratio. The school building, while privately owned, comprises two classrooms in good condition, ensuring adequate space for teaching activities. A dedicated room is available for the head teacher, ASHRAFUL ISLAM SARKAR. Despite being a private institution, the school offers primary education only (Classes 1-5) and is not involved in any higher-level certifications. A playground provides crucial space for physical activity and recreation, essential for a holistic educational experience.

Resource Limitations and Future Needs:

While the school possesses a playground, it lacks several key amenities. The absence of a boundary wall, electricity, and drinking water sources presents significant challenges. The lack of a library and computer-aided learning facilities highlights the need for resource improvements to enhance the learning environment and prepare students for the future. The school’s reliance on other boards for class 10th and 10+2 qualifications also suggests potential areas for improvement in curriculum development and resource allocation.

Community Impact and Educational Opportunities:

The school’s existence is critical for providing educational opportunities within a rural setting. Its accessibility via an all-weather road ensures students can attend regularly, irrespective of weather conditions. The April academic start aligns with the regional calendar. However, the lack of amenities such as computer labs, a library, and basic utilities like electricity and running water underscores the need for additional support and resources to better serve the student population.

School Management and Governance:

NORTH MOULAKANDI LPS operates under private, unaided management, implying the school relies on private funding and does not receive significant government support. This aspect further emphasizes the importance of community involvement and external assistance to maintain its operational efficiency and enhance its capabilities.

Conclusion: A Need for Growth and Support:

NORTH MOULAKANDI LPS represents a vital educational institution in a rural community. While its dedicated teachers and existing infrastructure provide a foundational education, the school’s lack of essential amenities and resources limits its potential. Targeted investment in infrastructure development, technology integration, and resource provision could significantly enhance the quality of education and better equip students for the future.

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