PENTECOSTAL ACADEMY SECONDARY SCHOOL

Pentecostal Academy Secondary School: A Profile of a Rural Meghalaya Institution

Pentecostal Academy Secondary School, established in 1998, stands as a private, co-educational institution nestled in the rural landscape of Mawphlang block, East Khasi Hills district, Meghalaya. Its dedication to education is evident in its commitment to providing a secondary education (classes 9 and 10) within a community setting. The school's management is private and unaided, highlighting its independent nature and reliance on private funding.

The school's infrastructure, while modest, provides a functional learning environment. A pucca (permanent) building houses the classrooms, and essential amenities like electricity and tap water are available, ensuring a relatively comfortable learning space. The school's commitment to accessibility is further underscored by the presence of separate boys' and girls' toilets, showcasing a dedication to inclusivity. However, the absence of a playground or library indicates areas for potential future development and enhancement of the student experience.

Instruction at Pentecostal Academy is conducted in English, catering to a diverse student body. The teaching staff consists of three educators: one male and two female teachers, creating a balanced learning environment. The school follows the State Board curriculum for class 10, providing students with a recognized academic pathway. The school operates on a standard academic calendar, commencing its session in April.

The school's location in a rural area speaks to its significant role within the community. It offers a vital educational resource, ensuring that students in the area have access to secondary schooling without needing to travel far. Its establishment in 1998 demonstrates a long-standing commitment to serving the educational needs of the community.

While the school doesn't offer pre-primary education or a computer-aided learning program, its focus remains on providing quality secondary education. The lack of computers and a library highlights potential areas for improvement and development in the future.

The absence of a mid-day meal program should be seen in the context of the school's private and unaided status, where such provisions are not always guaranteed. Future opportunities may arise to address this need.

The school's operational characteristics are noteworthy. The building, while functional, lacks extensive facilities such as a library and playground. However, the presence of functional toilets and tap water underscores the school's efforts to provide a basic level of comfort and hygiene.

The school’s accessibility is enhanced by its location on an all-weather road, ensuring consistent access for both students and staff. The commitment of the teachers is evident in the dedicated staff who strive to provide quality education within the constraints of available resources.

Pentecostal Academy Secondary School serves as a testament to the ongoing effort to provide educational opportunities within rural communities. While improvements in infrastructure and resources would be beneficial, the school’s dedication to providing quality education, despite its limitations, is highly commendable. Its existence underscores the importance of private educational initiatives in supplementing public educational provision.

The future of Pentecostal Academy Secondary School could benefit significantly from investments in a library, playground, and computer-aided learning facilities. These additions would greatly enhance the educational experience and opportunities for students. The institution's overall contribution to the local community is undeniable.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.