IRONG SALAM ACHOUBA UPPER PRIMARY SCHOOL

IRONG SALAM ACHOUBA UPPER PRIMARY SCHOOL was established in 1971 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 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 7 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 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.

Irong Salam Achouba Upper Primary School: A Comprehensive Overview

Irong Salam Achouba Upper Primary School, established in 1971, serves the rural community of Thoubal district in Manipur. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 6, employing a total of four teachers – one male and three female. The school’s commitment to education is evident in its provision of mid-day meals, prepared and served on the school premises.

The school’s infrastructure includes a government-provided building featuring seven classrooms in good condition, ensuring a conducive learning environment for its students. Electricity is readily available, facilitating various school activities. However, the school currently lacks a boundary wall and playground, highlighting areas for potential future development and improvement. The absence of a library and computer-aided learning facilities also presents opportunities for enhancing the learning experience.

Despite these limitations, the school demonstrates a commitment to accessibility, featuring ramps for disabled students, ensuring inclusivity and equal opportunities for all learners. The school operates on an English instruction medium, reflecting a commitment to modern education and providing students with valuable language skills for future prospects.

The school’s operational details highlight a focus on the core aspects of education. The school operates without a pre-primary section and has no plans to shift to a new location. The school’s management prioritizes providing a functional and safe learning space, as evidenced by the availability of separate boys’ and girls’ toilets.

While the school lacks certain amenities commonly found in larger institutions, its dedicated staff compensates, providing quality education within the existing resources. The school’s commitment to providing a meal is a significant support for students, many of whom may otherwise lack access to regular and nutritious food. The absence of computers does not preclude quality teaching, and the availability of ramps shows a commitment to accessibility.

Irong Salam Achouba Upper Primary School’s management structure follows the Department of Education guidelines. This ensures adherence to established educational standards and facilitates access to resources and support networks. The school’s rural location makes it an integral part of the local community, playing a crucial role in providing educational opportunities to children in the area.

The school’s operational start date in April aligns with the broader academic calendar in Manipur, allowing for a structured educational year. The school’s functional toilets further highlight its commitment to hygiene and sanitation within the school environment. This contributes significantly to the overall health and well-being of students.

The school’s simple, yet functional design prioritizes providing a basic yet effective education. The lack of additional amenities should not overshadow the school’s dedication to providing quality primary education, fostering a fundamental foundation for future learning and opportunities for its students. The availability of ramps underscores the school’s commitment to inclusivity, reflecting a modern and equitable approach to education.

Future developments might involve addressing the lack of a library, playground, and computer-aided learning facilities. Securing funding and community support would be crucial to enhancing these aspects of the school. Such improvements would further enrich the learning experience and enhance the overall educational prospects of the students.

The school’s continued operation reflects the enduring need for quality primary education in rural areas, underscoring the importance of supporting and developing such institutions. The school’s unwavering commitment to providing accessible and quality education to its students remains its most important asset.