IRENGBAND UPPER PRIMARY SCHOOL

IRENGBAND UPPER PRIMARY SCHOOL was established in 1957 and it is managed by the Department of Education. It is located in Rural area. It is located in KAKCHING block of THOUBAL district of Manipur. The school consists of Grades from 1 to 6. 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 6 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 10 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Irenband Upper Primary School: A Comprehensive Overview

Irenband Upper Primary School, established in 1957, serves the rural community of Kakching block in Thoubal district, Manipur. Managed by the Department of Education, this co-educational institution offers primary and upper primary education (Classes 1-6), playing a vital role in the local educational landscape. The school’s commitment to quality education is evident in its infrastructure and teaching staff.

The school building, a government structure, houses six classrooms in good condition. These classrooms provide the necessary space for effective teaching and learning, ensuring a conducive environment for students. Electricity is available, facilitating the use of technology and extending learning opportunities beyond traditional methods. The school utilizes computer-aided learning, equipped with ten functional computers, enhancing the educational experience.

The teaching staff comprises two male and four female teachers, totaling six educators dedicated to providing a holistic education. English serves as the medium of instruction, fostering linguistic proficiency and broadening students’ access to knowledge. A noteworthy aspect is the school’s provision of meals, prepared and served on-site, addressing the nutritional needs of its students and ensuring they are well-nourished to focus on their studies.

Accessibility is another key feature. The school is easily accessible via an all-weather road, ensuring consistent attendance irrespective of weather conditions. The academic year commences in April, aligning with the regional academic calendar. The school’s commitment to inclusivity is demonstrated by the presence of ramps for disabled children, enabling equal access to education for all students, regardless of physical limitations.

While the school lacks a boundary wall, library, and playground, the presence of functional boys’ and girls’ toilets underscores the school’s attention to basic necessities and student well-being. The absence of these facilities, however, presents opportunities for future development and improvement.

The school’s computer-aided learning lab showcases its forward-thinking approach to education, integrating technology to enhance learning outcomes. This approach aligns with current educational trends, emphasizing the importance of technological literacy in the 21st century. The school’s commitment to technology is further reinforced by the availability of ten functional computers.

The use of English as the medium of instruction positions students for success in higher education and broader societal participation. This approach emphasizes the development of strong communication skills, a crucial asset in today’s increasingly interconnected world. The school’s commitment to providing a robust education is reflected in the dedication of its teachers.

The school’s rural location underscores the importance of its contribution to the local community. By providing access to quality education, the school empowers students to achieve their full potential and contribute to the growth and development of their community. The school’s existence in a rural setting highlights its role as a pivotal institution in promoting educational equity and opportunity.

In summary, Irenband Upper Primary School is a vital educational institution in the rural area of Manipur. Despite some limitations in its infrastructure, its commitment to providing a quality education through a dedicated teaching staff, technological resources, and provision of meals, showcases a clear commitment to student success. Future improvements in facilities would further enhance the learning environment for its students.