RENGSINPARA ADHOC UPS

RENGSINPARA ADHOC UPS was established in 1989 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in TIKRIKILLA block of WEST 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 Private 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 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 Provided and Prepared in School Premises providing mid-day meal.

Rengsinpara Adhoc UPS: A Rural Upper Primary School in Meghalaya

Rengsinpara Adhoc Upper Primary School (UPS), located in the rural heart of West Garo Hills, Meghalaya, is a private aided institution established in 1989. Serving students from classes 6 to 8, it plays a vital role in providing education to the local community. The school’s commitment to education is evident in its dedicated teaching staff and its focus on providing a conducive learning environment.

The school’s infrastructure, while modest, is functional. Housed in a private building, it comprises three well-maintained classrooms, ensuring sufficient space for instruction. Additional rooms cater to non-teaching activities, including a dedicated space for the head teacher. The school, however, lacks a boundary wall and access to electricity, highlighting areas where improvements could enhance the educational experience.

The teaching staff consists of one male teacher and three female teachers, totaling four educators who work collaboratively to deliver quality education. English serves as the primary medium of instruction, preparing students for further academic pursuits. The school’s curriculum aligns with the “Others” board for both class 10th and 10+2, reflecting a flexible approach to academic pathways.

Interestingly, the school operates as a co-educational institution, welcoming both boys and girls. It lacks a pre-primary section, focusing solely on upper primary education. The school’s commitment to student well-being is apparent in the provision of meals prepared on-site, ensuring nutritious sustenance for the students.

The school’s facilities include separate functional boys’ and girls’ toilets, addressing basic hygiene needs. However, the absence of a playground, library, and computers limits extracurricular activities and access to advanced learning resources. While the school emphasizes the importance of inclusive education, the lack of ramps restricts access for students with disabilities. The absence of drinking water facilities presents a further challenge, highlighting the need for improvements in basic infrastructure.

The head teacher, Denison R. Marak, leads the school with a clear focus on providing a quality education within the existing constraints. The school’s location in a rural area necessitates reliance on accessible all-weather roads for both students and staff. The academic year adheres to a typical schedule, commencing in April.

While the school faces several infrastructural limitations, its dedication to providing upper primary education in a rural setting remains commendable. The lack of electricity, a boundary wall, playground, and computer-aided learning facilities presents opportunities for development and improvement.

The Rengsinpara Adhoc UPS serves as a testament to the perseverance of providing education in challenging circumstances. With focused development and support, the school can overcome its current limitations and further enhance its educational offerings.

In conclusion, Rengsinpara Adhoc UPS stands as a beacon of educational access in a rural Meghalaya community. While challenges exist, the school’s commitment to teaching and providing a supportive environment positions it for continued growth and improvement.

The school’s information provides a valuable insight into the educational landscape in rural Meghalaya, highlighting both successes and areas for potential development. The data sheds light on the needs and challenges faced by many such institutions, providing valuable context for future planning and educational initiatives.