KHUMJI PT-III PS

KHUMJI PT-III PS was established in 2013 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in TAMENGLONG block of TAMENGLONG 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 Government 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 a 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.

Khumji PT-III PS: A Rural Primary School in Manipur, India

Khumji PT-III Primary School, located in the Tamenglong district of Manipur, India, is a government-run, co-educational institution established in 2013 under the management of the Tribal/Social Welfare Department. Nestled in a rural setting, this primary school caters to students from Class 1 to Class 5, offering a crucial foundation for their education.

The school’s infrastructure includes a government-provided building with four classrooms, all in good condition. These classrooms serve as the primary learning spaces for the students. The school also boasts a playground, providing a vital area for recreation and physical activity. Notably, the school features ramps for disabled children, ensuring inclusivity and accessibility for all students. The school building also includes facilities for the head teacher.

The school’s academic approach utilizes an “Others” instruction medium, indicating a diverse and possibly locally adapted teaching methodology. A dedicated staff of five teachers—two male and three female—provide instruction, fostering a supportive learning environment. The school provides midday meals, ensuring students receive proper nourishment to support their learning.

While the school lacks some modern amenities, such as electricity and a library, the presence of a playground and ramps for disabled children showcases a commitment to providing a safe and accessible learning environment. The absence of a boundary wall should be noted.

The school’s commitment to inclusive education is further highlighted by the provision of separate boys’ and girls’ toilets, enhancing sanitation and hygiene within the school premises. The school’s rural location reflects its critical role in serving the educational needs of the community.

The head teacher, Priya Kamei, leads the school’s dedicated staff. The lack of computer-aided learning and computers within the school suggests potential opportunities for future development and technological integration to enhance the learning experience.

The school’s management by the Tribal/Social Welfare Department underscores its commitment to serving the community’s educational needs. This underscores the importance of the school within its rural context.

The school’s location within the Tamenglong block of Tamenglong district places it within a specific geographic and socio-cultural setting, influencing its unique operational context and the challenges and opportunities faced by the school and its students.

The school’s reliance on an “Others” instruction medium invites further investigation into the specific pedagogical approaches employed. This could provide valuable insights into culturally relevant teaching practices within the region.

Despite the absence of certain resources, Khumji PT-III PS plays a vital role in providing primary education to the children of its community. Its commitment to inclusivity and provision of midday meals demonstrates its dedication to supporting students’ holistic development. Future improvements and technological integration could further enhance its ability to nurture young minds.