WAHADADAR ROBISON SYNGWAN SEC. SCHOOL

WAHADADAR ROBISON SYNGWAN SEC. SCHOOL was established in 1980 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in SHELLA BHOLAGANJ block of EAST KHASI HILLS district of Meghalaya. The school consists of Grades from 6 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 5 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 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 6 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Wahidadar Robison Syngwan Secondary School: A Comprehensive Profile

Wahidadar Robison Syngwan Secondary School, a private, co-educational institution located in the rural area of Shella Bholanganj block in East Khasi Hills district, Meghalaya, offers a valuable educational service to the community. Established in 1980, this Pvt. Aided school caters to students from classes 6 to 10, following the State Board curriculum for class 10. English serves as the primary medium of instruction.

The school’s infrastructure comprises a private building with five well-maintained classrooms dedicated to teaching. Additional rooms facilitate non-teaching activities, including a dedicated space for the head teacher. While the school boasts electricity, it currently lacks a boundary wall and a playground. The absence of a library is notable, reflecting a potential area for future development and resource enhancement.

The school’s faculty comprises a dedicated team of nine teachers, including four male and five female educators. The head teacher, B.REENBORN, leads the school’s educational initiatives, supported by a focused and experienced staff. The school provides mid-day meals prepared on-site, ensuring students receive proper nourishment.

Regarding facilities, the school has one functional boys’ toilet and one functional girls’ toilet, addressing basic sanitation needs. The lack of a drinking water facility highlights an essential area requiring attention to guarantee student well-being. The school also possesses six functional computers, although these are not integrated into a formal computer-aided learning program.

Accessibility remains a factor. The absence of ramps poses a challenge for students with disabilities, suggesting a need for future infrastructural improvements to ensure inclusivity. The school’s location is accessible via an all-weather road, ensuring consistent accessibility throughout the year.

The school’s academic calendar aligns with the regional norm, with the academic year commencing in April. This timing is consistent with the educational calendars of other schools in the region and ensures synchronization with the overall academic schedule.

The school’s commitment to providing quality education within its current resource constraints is commendable. The absence of a pre-primary section and the lack of certain amenities present opportunities for future growth and expansion.

Further development could focus on enhancing infrastructure, particularly the addition of a library, playground, and a reliable drinking water source. Improved accessibility for students with disabilities through the construction of ramps would significantly enhance inclusivity. The integration of computers into a structured computer-aided learning program would also contribute to modernizing the educational experience.

The long-standing presence of Wahidadar Robison Syngwan Secondary School in the community reflects its enduring importance in providing educational opportunities. Continuous efforts to improve resources and infrastructure would further solidify its role in nurturing young minds and contributing to the community’s progress.

In conclusion, Wahidadar Robison Syngwan Secondary School stands as a vital educational institution serving a rural community. While facing some infrastructural challenges, its dedicated staff and commitment to education highlight its significant contribution to the region. Future improvements and resource allocation could further enhance its capacity to provide a comprehensive and inclusive educational experience for its students.