LAMBAL SABAL P.S

LAMBAL SABAL P.S was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in HAORANG block of IMPHAL WEST 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 Government 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 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.

Lambal Sabal Primary School: A Profile

Lambal Sabal Primary School (LAMBAL SABAL P.S), located in the rural HAORANG block of IMPHAL WEST district, Manipur, is a government-run co-educational institution established in 2013 under the Department of Education. The school offers primary education, catering to students from Class 1 to Class 3. Instruction is primarily conducted in English. While lacking some amenities, it plays a vital role in providing basic education to the community.

The school’s infrastructure comprises a government building with two classrooms, all in good condition. While there are additional rooms for non-teaching activities, including a dedicated space for the teacher, the school lacks a boundary wall, a playground, and a library. The absence of a library is notable, as it impacts the students’ access to supplementary learning resources.

Despite lacking a library and playground, the school ensures students’ basic needs are met in other areas. Meals are provided and prepared on the school premises, indicating a commitment to student well-being beyond academics. The school also boasts functional boys’ and girls’ toilets, a crucial aspect of hygiene and safety for students. However, the absence of a functional electrical connection poses a significant challenge to the school’s overall functionality. This limitation significantly impacts the quality of teaching and learning, especially in the absence of computer-aided learning facilities.

Furthermore, the lack of drinking water facilities is a pressing concern. The absence of a reliable drinking water source directly affects the health and well-being of the students and staff. The school’s location in a rural area may contribute to this challenge, highlighting the need for infrastructural improvements and resource allocation.

The school’s human resources consist of a single female teacher. This limited staffing indicates a significant need for additional teaching personnel to provide adequate educational support to the student population. The lack of computer-aided learning further emphasizes the need for improved resources and technology integration to enhance the learning experience.

The school’s operational status is notable for the absence of computer facilities and computer-aided learning programs. This absence highlights a gap in technology integration that could significantly enhance the students’ learning experience. The need for improved technology is apparent, considering the benefits it could bring to the educational process.

In the absence of a boundary wall, the school’s security and safety could be improved. A boundary wall offers a crucial layer of protection and helps create a safer learning environment for students. The school’s administrative support is also limited, as there is no designated head teacher. This highlights a crucial leadership and organizational aspect that needs improvement for better school management.

The school’s location in a rural area and its reliance on a single teacher points to the challenges of providing quality education in underserved regions. The absence of key facilities and adequate staff requires attention and resource allocation to enhance the school’s overall capabilities.

The Lambal Sabal Primary School, despite its limitations, represents a vital community asset. Addressing its infrastructural deficiencies and resource gaps would significantly improve the quality of education provided and better serve the needs of the students. Increased investment in educational resources and teacher training would significantly improve the learning experience for students in this rural setting.

By acknowledging the challenges and highlighting the needs, the school’s community can work together to improve the learning environment and provide a more holistic educational experience for students. The community and policymakers need to work towards ensuring that this vital institution has the resources it needs to empower its young learners.