KANGKUM TANGKHUL P/S

KANGKUM TANGKHUL 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 KASOM KL. block of UKHRUL 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. Others 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 Rent Free Building building. It has got 4 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 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 Not Provided providing mid-day meal.

Kangkum Tangkhul Primary School: A Profile

Kangkum Tangkhul Primary School (KTS), identified by code 14080500802, is a rural primary school situated in the Kasom KL block of Ukhrul district, Manipur, India. Established in 2012, this co-educational institution falls under the management of the Department of Education and serves students from Class 1 to Class 5. The school operates from a rent-free building, highlighting its reliance on community support and government provisions.

The school’s infrastructure comprises four classrooms, all reportedly in good condition, catering to the needs of its students. Essential amenities include one boys’ toilet and one girls’ toilet, ensuring basic sanitation facilities. However, the absence of a boundary wall, electricity, a library, a playground, and a computer-aided learning lab underscore the school’s resource limitations. The lack of drinking water facilities presents a significant challenge, demanding immediate attention to ensure the students’ well-being.

The teaching staff at KTS consists of four male teachers, delivering instruction primarily through an “Others” medium, implying a language other than Hindi or English is used. The school’s operational structure is straightforward, without a pre-primary section or any additional support staff such as head teachers. The curriculum focuses solely on primary education, with no higher secondary classes offered.

The school’s location in a rural area presents both opportunities and challenges. Accessibility via an all-weather road is a positive factor, ensuring consistent attendance even during inclement weather. The April start of the academic session aligns with the regional academic calendar. However, the absence of essential facilities, such as a library and computers, limits the scope of educational resources available to students.

The lack of a computer-aided learning lab underscores the need for technological advancements to enhance the learning experience. Similarly, the absence of a library restricts access to supplementary reading material and hinders the development of reading habits. The absence of a playground also impacts students’ physical activity and recreational opportunities, crucial for holistic development.

KTS’s operational model reflects the realities faced by many rural primary schools in India. While providing fundamental primary education, the school’s limitations highlight the need for increased government support and community involvement to improve facilities and resources. Addressing these challenges will significantly enhance the educational experience and opportunities for the students of KTS.

The school’s reliance on a rent-free building and its lack of several key amenities highlight the need for further investment in infrastructure and resources. The absence of mid-day meals underscores another significant area requiring attention, as nutrition is integral to a child’s learning and overall well-being.

The all-weather road accessibility is a significant advantage, facilitating consistent student attendance. However, the school’s physical limitations necessitate strategic interventions to improve the learning environment. Investing in a boundary wall could enhance security, while providing electricity and drinking water would significantly improve the overall conditions.

The lack of computers and a library points to a crucial gap in technological and informational resources. Addressing this would not only enhance the quality of education but also prepare students for the demands of the modern world. The absence of a playground also necessitates intervention to ensure adequate provision for physical activities.

In conclusion, Kangkum Tangkhul Primary School serves a vital function in providing basic education to a rural community. However, significant improvements in infrastructure, resources, and amenities are needed to create a more conducive learning environment that can better equip students for their future. The school’s challenges underscore the wider need for equitable access to quality education in underserved rural areas of India.