IRONG KHUNDON PART-II LEIKAI PRIMARY SCHOOL

IRONG KHUNDON PART-II LEIKAI PRIMARY SCHOOL was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in THOUBAL block of THOUBAL district of Manipur. The school consists of Grades from 1 to 3. 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 Rented 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 Hedges boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Irong Khundon Part-II Leikai Primary School: A Comprehensive Overview

Irong Khundon Part-II Leikai Primary School, established in 2006, serves the rural community of Thoubal district in Manipur, India. Managed by the Department of Education, this co-educational institution offers primary education from Class 1 to Class 3, utilizing English as its primary medium of instruction. The school’s academic year begins in April, following the standard Indian academic calendar.

The school’s infrastructure comprises a rented building, featuring two well-maintained classrooms dedicated to instruction. Additional space is available for non-teaching activities and a designated room for the school’s teachers. The school is securely enclosed by hedges, ensuring a safe environment for students. Electricity is readily available, and hand pumps provide a reliable source of drinking water for students and staff.

Sanitation facilities include functional boys’ and girls’ toilets, each with one unit. While the school lacks a playground and library, its focus remains firmly on providing quality education within its available resources. The absence of ramps highlights the school’s accessibility challenges for students with disabilities, a critical area for future development.

The school’s teaching staff comprises one male teacher and one female teacher, effectively managing the student population. The school’s mid-day meal program is provided but not prepared on the school premises, indicating a reliance on external sources for meal provisions.

The school’s location in a rural setting presents both challenges and opportunities. Its reliance on a rented building suggests a need for potential expansion and infrastructural improvements to better meet the needs of its students and faculty. The lack of computer-aided learning and a library highlights areas where technological and resource enhancements could significantly improve the educational experience.

The absence of a pre-primary section and the limited number of classrooms underscore the need for potential expansion to cater to a growing student population. The school’s commitment to English as the medium of instruction reflects a forward-thinking approach, preparing students for future academic opportunities.

The school’s management by the Department of Education ensures adherence to established educational standards and guidelines. Further government support and community involvement could enable the school to overcome existing challenges and create a more enriching learning environment.

The school’s reliance on hand pumps for drinking water, while functional, necessitates regular maintenance and monitoring to ensure water quality and accessibility. The lack of playground and library facilities highlights the need for community initiatives or government funding to address these infrastructural needs.

Irong Khundon Part-II Leikai Primary School, despite its resource limitations, demonstrates a dedication to education within its rural setting. Continuous improvements in infrastructure, technology, and resource allocation will play a vital role in enhancing the learning environment and ensuring a brighter future for its students.

This dedication to education, coupled with community support and government initiatives, positions the school for growth and improvement. By addressing the current infrastructural gaps, the school can create a more holistic and enriching educational experience, fostering the academic and personal development of its students.