UPPER SASATGRE SSA UP SCHOOL

UPPER SASATGRE SSA UP SCHOOL was established in 2006 and it is managed by the Department of Education. 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 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 Government 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.

Upper Sasatgre SSA Upper Primary School: A Comprehensive Overview

Upper Sasatgre SSA Upper Primary School, located in the rural expanse of West Garo Hills, Meghalaya, stands as a testament to educational access in a remote area. Established in 2006 under the Department of Education, this co-educational institution caters to students from Class 6 to Class 8, offering a crucial link in their educational journey. The school’s commitment to providing a quality education is evident in its dedicated staff and the resources it utilizes.

The school’s infrastructure, while modest, serves its purpose effectively. The government-provided building houses three classrooms, all in good condition, ensuring a conducive learning environment for its students. The school also benefits from separate rooms for non-teaching activities and a dedicated space for the head teacher. However, the absence of a boundary wall, electricity, a playground, and a library presents opportunities for future development and enhancement.

The school’s teaching staff comprises a dedicated team of four educators: three male teachers and one female teacher, working collaboratively to provide comprehensive instruction. English serves as the primary medium of instruction, equipping students with essential communication skills applicable in wider contexts. The school’s commitment extends beyond academics; a mid-day meal program is in place, providing nutritious meals prepared on the premises, ensuring students are nourished and ready to learn. This shows the dedication of the school to student welfare.

The school’s administration is led by Head Teacher Lowrance Bentink Ch. Marak, who spearheads the educational initiatives and oversees the daily operations. The absence of pre-primary sections and the reliance on “Others” boards for higher secondary education reflects the school’s current focus on providing quality primary education. The school’s location, accessible via an all-weather road, ensures continuous operation, even amidst challenging weather conditions.

The school’s facilities are basic but functional. The availability of separate boys’ and girls’ toilets highlights the school’s commitment to providing a safe and hygienic environment for all students. The lack of a library and computers, while a current limitation, presents opportunities for future expansion and resource enhancement. The absence of ramps indicates that accessibility for students with disabilities is not currently addressed, highlighting a key area for improvement.

The school operates within a defined academic calendar, commencing its sessions in April, aligning with the broader educational schedule in the region. The rural setting provides a unique learning experience for students, immersing them in the natural environment.

The Upper Sasatgre SSA Upper Primary School stands as a vital community asset, providing essential education to a significant number of students. Its humble beginnings and current operational capacity highlight the potential for growth and development in the future. Continued investment in infrastructure, resources, and teacher training can further enhance the quality of education provided.

The information provided here offers a detailed insight into the current state of the Upper Sasatgre SSA Upper Primary School. It is a valuable resource for those seeking to understand the challenges and opportunities faced by educational institutions in rural areas. The school’s story demonstrates resilience and a commitment to providing education despite resource limitations.

Future development plans could prioritize the construction of a boundary wall, electrification of the building, establishment of a library, provision of computers and computer-aided learning, and the construction of ramps to ensure accessibility for all students. Such improvements will significantly enhance the learning experience.

Through continuous improvement and community engagement, the Upper Sasatgre SSA Upper Primary School is poised to continue serving its community and contributing to the educational advancement of its students. The school’s continued dedication to its students amidst limited resources is commendable.