HAOREIBI GIRLS' L.P.S (A)

HAOREIBI GIRLS’ L.P.S (A) was established in 1970 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in WANGOI block of IMPHAL WEST district of Manipur. The school consists of Grades from 1 to 2. 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. Manipuri 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 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 20 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.

Haoreibi Girls’ L.P.S (A): A Detailed Profile of a Manipur Primary School

Haoreibi Girls’ L.P.S (A), a private aided primary school located in the urban area of Wangoi block, Imphal West district, Manipur, offers a glimpse into the educational landscape of the region. Established in 1970, this co-educational institution provides primary education from classes 1 to 2, catering to the educational needs of young learners.

The school’s infrastructure includes two classrooms, ensuring a relatively low student-teacher ratio. The presence of a library, stocked with 20 books, indicates a commitment to fostering a reading culture among students. A playground is also available, providing a crucial space for physical activity and recreation, contributing to the holistic development of the children. The school building is privately owned and the institution makes provision for midday meals for students.

The school’s management adheres to the Manipuri medium of instruction, ensuring that students receive education in their native language. Importantly, the school features separate boys’ and girls’ toilets, reflecting a commitment to providing basic sanitation facilities. The school lacks a boundary wall and electricity, however, and has no access to drinking water.

The teaching staff comprises two male teachers, dedicated to providing quality education to the students. The absence of a pre-primary section focuses the school’s resources on providing primary level learning. The school’s affiliation with “Others” for class 10th and 10+2 boards highlights its unique academic positioning. Despite the lack of computer-aided learning, the school’s focus remains on providing basic, foundational education.

The absence of ramps for disabled children indicates an area for potential improvement in accessibility, while the lack of computers points towards a traditional teaching approach. The school’s operational structure reflects its reliance on a straightforward teaching model, without the integration of modern technology into the daily learning process.

Haoreibi Girls’ L.P.S (A)’s location in an urban setting underscores its role in providing education within a readily accessible community. The lack of a head teacher is noteworthy and points to a potential area for further development within the school’s administrative structure. The school’s commitment to providing midday meals demonstrates an understanding of the need to support student well-being alongside academic learning.

The school’s relatively modest size and facilities allow for personalized attention to students. While lacking certain amenities, the school’s dedication to providing basic education in a culturally relevant manner within its limitations is evident. Further development in infrastructure and resources could significantly enhance the educational experience offered.

The information provided highlights the need for further investment in educational infrastructure and resources to improve the quality of education available in such schools, particularly in the areas of computer-aided learning, sanitation, and accessibility for disabled students. These areas represent opportunities for enhancing the overall learning environment for students.

In summary, Haoreibi Girls’ L.P.S (A) stands as a testament to the ongoing efforts in providing primary education in Manipur, while simultaneously highlighting the need for continuous improvements in infrastructure, resources, and technological integration to meet the evolving needs of students. The school’s dedication to its students shines through despite its resource limitations.