QUALAPATY PRES. SEC SCHOOL

QUALAPATY PRES. SEC SCHOOL was established in 2009 and it is managed by the Unrecognised. It is located in Urban area. It is located in SHILLONG MUNICIPAL AND CANTT. block of EAST KHASI 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Qualapaty President Secondary School: A Profile

Qualapaty President Secondary School, established in 2009, is an unrecognised, co-educational institution located in the urban area of Shillong Municipal and Cantonment, East Khasi Hills district, Meghalaya. Serving students from classes 9 to 10, it offers a secondary education exclusively. The school’s operational medium of instruction is English.

The school’s infrastructure includes a private building with one boys’ toilet and one girls’ toilet, both functional. The school’s building features a pucca boundary wall and a reliable electricity connection. Tap water provides the school’s drinking water supply. While the school lacks a playground and a library, it does possess two functional computers for educational use.

The school’s teaching staff comprises five female teachers, dedicated to providing quality education to its students. The school operates under the State Board curriculum for Class 10.

The school’s management is classified as “Unrecognised,” indicating a need for further formal recognition and potential improvements in infrastructure and resources. This status may impact the school’s access to government funding and support programs.

Importantly, the school does not offer pre-primary sections or mid-day meals. This highlights a potential gap in educational support for younger children and the need for additional resources to ensure students’ nutritional needs are met.

Accessibility for students with disabilities might be limited by the lack of ramps. The absence of a computer-aided learning lab suggests that technology integration in the classroom may be less developed compared to schools with more advanced facilities.

The school’s urban location might provide accessibility benefits to students within the city but may also reflect limited resources for expansion into rural areas. The school’s location within the Shillong Municipal and Cantonment block suggests a possible connection to the city’s administrative and service structures.

Further development and support for the school could focus on expanding its facilities, including the addition of a library and playground, improving accessibility for students with disabilities, and enhancing its technological infrastructure. These improvements would significantly contribute to enriching the learning environment and overall educational experience for its students.

The information provided reveals that Qualapaty President Secondary School, while providing essential secondary education in a specific geographical location, demonstrates areas for improvement in terms of resources, infrastructure, and recognition. Addressing these points could contribute significantly to its future growth and success.

The school’s current status reflects a need for further development and resource allocation to meet the educational demands of its student population fully and contribute meaningfully to the community. Continued efforts focused on acquiring formal recognition, improving infrastructure, and expanding resources would help it better serve its students and contribute to the educational landscape of the region.