GELYANG P/S

GELYANG P/S was established in 2012 and it is managed by the Department of Education. It is located in Rural area. It is located in CHAKPIKARONG block of CHANDEL district of Manipur. The school consists of Grades from 1 to 5. 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 Under Construction building. It has got 2 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 2 boys toilet and it is functional. and 2 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.

GELYANG P/S: A Rural Primary School in Manipur

GELYANG P/S, a primary school located in the rural area of CHAKPIKARONG block, CHANDEL district, Manipur, India, serves students from classes 1 to 5. Established in 2012 under the Department of Education, this co-educational institution offers instruction in English. While currently under construction, the school boasts two classrooms, each designed for effective learning.

The school’s infrastructure includes two boys’ toilets and two girls’ toilets, ensuring basic sanitation facilities for its students. However, it currently lacks essential amenities such as electricity, a boundary wall, a library, a playground, and computer-aided learning facilities. The absence of a library is notable, especially considering the lack of books, highlighting a key area needing improvement.

The school’s water source is currently listed as “None,” underscoring an immediate need for a reliable drinking water supply to safeguard the students’ health. This lack of essential facilities emphasizes the need for external support to improve the learning environment and address the immediate needs of the school’s infrastructure.

The school’s two male teachers diligently provide education to the students, and the school prepares and provides midday meals on its premises, supporting students’ nutritional needs. The absence of a pre-primary section, however, limits the school’s capacity to serve younger children in the community. The school’s building is currently under construction, indicating potential for future expansion and improvement.

The school’s management, under the Department of Education, is responsible for overseeing its operations and growth. Given the school’s location in a rural area, accessibility is a critical consideration. The current status indicates a need for resources to upgrade the school’s facilities and provide students with a more enriching learning environment.

Further development plans should prioritize improving the school’s infrastructure by securing electricity, constructing a boundary wall, establishing a library, and developing a playground. Providing computers and establishing a computer-aided learning lab would significantly enhance the learning experience. The lack of a reliable drinking water source necessitates urgent action to ensure clean water access for all students.

The school’s operational success hinges on addressing these infrastructural deficiencies. Providing resources and support to acquire the necessary equipment, complete the building construction, and establish essential amenities will significantly improve the learning environment and help students reach their full potential. The current setup, though functional, presents substantial opportunities for growth and enhancement.

A sustainable improvement plan should incorporate community involvement, alongside government initiatives, to ensure the school’s long-term success and the well-being of its students. Community engagement will not only provide support for the construction and development but also foster a stronger bond between the school and the community it serves.

Investing in GELYANG P/S is an investment in the future of the community. By addressing the current shortcomings and focusing on long-term development, this rural primary school can become a beacon of education and opportunity for the children of CHAKPIKARONG.

This article highlights the challenges and opportunities at GELYANG P/S, emphasizing the need for continued support and investment to improve the school’s facilities and create a nurturing learning environment for its students. The school’s dedicated teachers demonstrate commitment, and with the right resources, GELYANG P/S can thrive and provide quality education to its community.