KWAKTA TERAKHONGSHANGBI PRIMARY SCHOOL MADRASSA

KWAKTA TERAKHONGSHANGBI PRIMARY SCHOOL MADRASSA was established in 1961 and it is managed by the Department of Education. It is located in Rural area. It is located in MOIRANG block of BISHNUPUR 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. Manipuri 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 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.

Kwakta Terakhongshangbi Primary School Madrasa: A Profile

Kwakta Terakhongshangbi Primary School Madrasa, established in 1961, serves the rural community of Moirang block in Bishnupur district, Manipur. Operated under the Department of Education, this co-educational institution provides primary education (grades 1-5) with Manipuri as the medium of instruction. The school’s accessible location, reachable by all-weather roads, ensures consistent attendance for its students. The academic year commences in April, following the standard Manipur school calendar.

The school’s infrastructure includes a government-provided building with four classrooms in excellent condition, suitable for effective teaching and learning. Additional rooms are available for non-teaching activities, including a designated space for the teachers and administrative staff. The school provides mid-day meals prepared on the premises, ensuring that students receive proper nutrition to support their studies. Despite lacking a boundary wall and electricity, the school prioritizes student safety and well-being. The provision of one boys’ and one girls’ toilet ensures basic sanitation needs are met.

While the school currently lacks a library, playground, and computer-aided learning facilities, it provides ramps for disabled children, addressing accessibility needs. The teaching staff comprises three educators: two male teachers and one female teacher, dedicated to providing quality education within the available resources. The school’s commitment to education is reflected in its provision of basic amenities and the dedication of its teaching staff. Further improvements to facilities and resources will undoubtedly enhance the learning environment and opportunities for the students.

The school’s academic focus is strictly primary, covering grades 1 through 5. The lack of a pre-primary section and computer labs currently limits the educational scope. However, the school’s adherence to the Manipuri curriculum and its commitment to providing a safe and supportive learning environment are noteworthy aspects of its operation. The absence of a library highlights a critical area for improvement, as access to reading materials is crucial for enriching the learning experience.

The school’s management by the Department of Education ensures compliance with government regulations and curriculum standards. This also provides opportunities for potential government support and resource allocation for infrastructure development and resource improvement. The lack of certain amenities, like electricity and a boundary wall, presents challenges, yet the school’s dedication to providing a functional educational environment remains clear.

The school’s location in a rural area emphasizes its importance in providing education to children who might otherwise lack access to schooling. The absence of computers and a computer lab emphasizes a significant area for potential improvement through resource allocation and technological advancements. The presence of ramps, however, showcases the school’s sensitivity towards the needs of differently-abled children.

The school’s history, spanning over six decades, highlights its enduring role within the community. Established in 1961, it has served generations of students and continues to play a pivotal role in shaping the future of the region’s youth. Continued investment in the school’s infrastructure and resources will not only benefit the students but also contribute to the overall development of the community.

Looking forward, the school’s future development could significantly benefit from increased funding for infrastructure improvements. The lack of a library, computer facilities, and a boundary wall represent crucial areas requiring attention. Acquiring these resources would considerably enhance the quality of education provided and create a more conducive learning environment for the students.

While challenges remain, Kwakta Terakhongshangbi Primary School Madrasa remains a vital educational institution in its community. Its commitment to providing primary education, despite limited resources, reflects the dedication of the teachers and the importance placed on education within the community. The school’s basic provisions and the dedicated teachers contribute to a functional, if somewhat limited, educational experience for the students.

Ultimately, the continued success of Kwakta Terakhongshangbi Primary School Madrasa hinges on community support, government funding, and the collective commitment to improve the school’s infrastructure and resource capacity. With these improvements, the school can foster a richer and more holistic learning environment for its students.