PERSARA UPS

PERSARA UPS was established in 2013 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MAWKYRWAT block of SOUTH WEST KHASI 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 Rented 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 0 boys toilet and it is functional. and 0 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 Provided providing mid-day meal.

PERSARA UPS: A Rural Upper Primary School in Meghalaya

PERSARA Upper Primary School (UPS), located in the rural heart of Meghalaya, offers a glimpse into the educational landscape of this northeastern Indian state. Established in 2013 under the Pvt. Aided management, PERSARA UPS serves students from classes 6 to 8, providing a crucial link in their educational journey. The school’s location within the Mawkyrwat block of South West Khasi Hills district places it within a geographically distinct and culturally rich region.

The school’s infrastructure comprises three classrooms housed in a rented building. While the classrooms are described as being in good condition, the lack of a boundary wall, electricity, and essential amenities such as a library, playground, and drinking water facilities highlights the challenges faced by the institution. The absence of these facilities underscores the need for further investment and support to enhance the learning environment.

PERSARA UPS operates as a co-educational institution, catering to both boys and girls. The school boasts a dedicated teaching staff, including two male teachers and one female teacher, headed by Head Teacher HABANJOPJUNE SHANGDIAR. A total of three teachers provide instruction, with English serving as the medium of instruction. The commitment of these educators is a testament to their dedication to serving the community despite the resource limitations.

The school’s academic focus is exclusively on upper primary education (classes 6-8), meaning students progress elsewhere for higher secondary education. The absence of a pre-primary section and any higher secondary offerings limits the scope of educational opportunities directly offered within the school itself. The school’s operational structure also highlights its dependence on external resources, with no provision of midday meals.

The geographical location of PERSARA UPS, described as rural, further emphasizes the challenges faced by the school. The lack of certain amenities and its reliance on a rented building underscore the need for improved infrastructure and support. Despite these hurdles, the school’s continued operation demonstrates the importance of education in this community. The all-weather road accessibility offers some relief, ensuring that students can attend classes year-round.

While the school lacks computer-aided learning facilities and computers, the dedicated teachers are committed to providing quality education despite these limitations. The absence of ramps for disabled students also highlights a need for future improvements to ensure inclusivity and accessibility for all learners. These gaps point towards the need for improved infrastructure and resources to support the school’s mission of providing a quality education to the community.

The school’s establishment year of 2013 provides a temporal context, helping to understand its developmental trajectory. The school’s journey since its inception reflects the ongoing efforts to provide education in a challenging environment. The lack of a school-provided midday meal indicates the reliance of students on their families or other community support for sustenance.

PERSARA UPS’s commitment to education is evident despite the resource constraints. The school stands as a symbol of resilience, illustrating the importance of education in even the most resource-limited settings. The dedicated teaching staff continues to work to provide a vital educational service for the community.

The absence of certain amenities like toilets (boys’ and girls’) highlights pressing needs for facility upgrades. The lack of a library and learning resources further underscores the need for external support to improve the overall quality of learning experience for the students. The school’s continued operation, however, testifies to its essential role within the community.

The school’s location, operational model, and facilities provide a valuable case study within the context of rural education in Meghalaya. The information presented highlights the need for improved infrastructure, resources, and inclusive learning environments to enhance the educational opportunities available to the students of PERSARA UPS. Further investment and support are crucial to ensure the long-term success of this vital community institution.