UNITED SOENANG SEC SCHOOL

UNITED SOENANG SEC SCHOOL was established in 2002 and it is managed by the Pvt. Unaided. 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 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 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 Provided providing mid-day meal.

UNITED SOENANG SEC SCHOOL: A Rural Secondary School in Meghalaya

UNITED SOENANG SEC SCHOOL, located in the RESUBELPARA block of NORTH GARO HILLS district in Meghalaya, is a private secondary school catering to students from Class 9 to Class 10. Established in 2002, this co-educational institution provides a rural learning environment.

The school stands as a testament to the commitment to education in the region, despite facing some infrastructural challenges. While the school boasts a playground, it lacks a boundary wall, a library, and a functional electricity connection. The lack of a library is particularly noteworthy, as it limits the opportunities for students to access and explore a wider range of learning resources.

In terms of teaching staff, the school employs four male teachers, all of whom are dedicated to delivering quality education. English serves as the medium of instruction, ensuring that students develop strong language skills. The school’s academic focus lies solely on secondary education, offering a curriculum that prepares students for higher studies.

Despite the absence of a dedicated computer-aided learning lab and a lack of computers for teaching and learning, the school strives to provide a conducive learning environment. This includes a separate room for the head teacher, and while the school does not have a pre-primary section, it offers a dedicated room for non-teaching activities.

The school’s location in a rural area presents its own set of challenges. The lack of a functional electricity connection and a reliable source of drinking water further underscore the need for infrastructural improvement.

While the school may lack certain amenities and resources, it remains a beacon of hope for students seeking quality education in the region. The dedicated teaching staff and the presence of a playground highlight the school’s commitment to creating a supportive and engaging learning environment for its students.

Moving forward, efforts should focus on addressing the infrastructural gaps, particularly the lack of a library, functional electricity, and a reliable source of drinking water. Investing in these areas would significantly enhance the learning experience for the students and further solidify the school’s role as a vital educational hub in the community.