LEIRONGTHEL MALOM PS

LEIRONGTHEL MALOM PS was established in 1980 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 5. The school is Co-educational and it 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 3 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 a library and has 120 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 but not Prepared in School Premises providing mid-day meal.

Leirongthel Malom Primary School: A Profile

Leirongthel Malom Primary School (LEIRONGTHEL MALOM PS), established in 1980, serves the rural community of Thoubal district in Manipur, India. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 5, with an additional pre-primary section. Instruction is primarily conducted in English.

The school’s infrastructure includes a government-provided building housing three classrooms, all in good condition. Supplementing the classrooms are two additional rooms dedicated to non-teaching activities, and a separate space for administrative purposes. The school boasts a library stocked with 120 books, a playground for recreational activities, and separate functional boys’ and girls’ toilets. A noteworthy feature is the school’s provision of midday meals, although these are not prepared on-site.

While the school lacks a boundary wall and electricity connection, it does possess a functional library and a playground, essential components for a well-rounded educational experience. The absence of a boundary wall and electricity, however, highlights the need for further infrastructural development to enhance the safety and learning environment for the students.

Importantly, the school’s academic structure includes a pre-primary section, indicating a commitment to early childhood education. The presence of both male and female teachers underscores a balanced faculty and an inclusive learning atmosphere for all students. The total teaching staff of three signifies a dedicated team providing education to the students. The school also follows the ‘Others’ board for both class 10th and 10+2 standards, highlighting the unique academic structure followed at this school.

The school’s location in a rural area underscores its vital role in providing education to children in a less accessible region. This highlights the significance of supporting educational institutions in rural communities to ensure equal opportunities for all children.

The absence of drinking water facilities, however, presents a crucial area for improvement. Access to clean drinking water is paramount for the health and well-being of students and staff, necessitating immediate attention and potential intervention to address this deficiency. The lack of ramps for disabled children further emphasizes areas requiring enhancement to ensure inclusivity and accessibility for all learners.

Although the school lacks computer-aided learning and computers for teaching purposes, its strong focus on foundational learning and the provision of a library and playground indicate a commitment to holistic child development. The availability of resources such as the library and playground can stimulate learning outside the traditional classroom setting.

The school’s management, under the Department of Education, ensures a degree of government oversight and support. This affiliation signifies the government’s investment in providing primary education to the children of the region, and opens opportunities for potential future development and resource allocation.

The information presented here showcases LEIRONGTHEL MALOM PS as a school dedicated to basic education, serving a rural community. While the school requires improvements in infrastructure and resource provision, its commitment to learning and its existing resources are commendable. Further investment in the school will greatly enhance the educational opportunities provided to the students. Continued support and development will undoubtedly enrich the educational journey of the students and contribute to their overall growth.

The school’s future relies on continued community involvement, government support, and a commitment to providing a safe and enriching learning environment. The combination of a dedicated teaching staff and essential resources, despite existing limitations, creates a foundation upon which a brighter future for the school can be built.