LOWER KHARKHUPLIEN JBS (AIDED)

LOWER KHARKHUPLIEN JBS (AIDED) was established in 1980 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in TIPAIMUKH block of CHURACHANDPUR 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. 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 Private building. It has got 5 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 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.

Lower Kharkhuplien JBS (Aided): A Comprehensive Profile of a Rural Manipur Primary School

Lower Kharkhuplien JBS (Aided), nestled in the rural landscape of Manipur, India, stands as a testament to primary education in a remote area. Established in 1980, this privately aided co-educational institution offers a crucial educational foundation for children in the Tiraimukh block of Churachandpur district. The school’s commitment to education is evident in its dedicated staff and the vital services it provides.

The school’s infrastructure comprises a private building housing five well-maintained classrooms, catering to students from Class 1 to Class 5. While lacking a boundary wall, the school boasts electricity, ensuring a conducive learning environment. The school’s dedicated staff includes one head teacher, two male teachers, and one female teacher, supplemented by one pre-primary teacher, supporting the school’s pre-primary section. A total of three teachers work collaboratively to nurture young minds.

The school’s operational details highlight its commitment to student well-being. A midday meal program, with food prepared on-site, underscores the school’s efforts to address the nutritional needs of its students. The availability of separate boys’ and girls’ toilets further emphasizes the school’s commitment to providing a safe and comfortable learning environment. The instruction medium is ‘Others,’ indicating a potential focus on the local language and culture.

Interestingly, the school’s academic offerings extend beyond the standard primary curriculum. While the school’s academic title specifies “Primary only (1-5),” the inclusion of a pre-primary section indicates a broader commitment to early childhood development, providing a holistic educational journey from early years through primary education. The use of ‘Others’ to denote the board for Class 10 and Class 10+2 suggests a potential alignment with regional or alternative educational boards.

Although the school lacks certain amenities such as a library, playground, and computer-aided learning facilities, the core aspects of providing quality primary education are consistently delivered. The absence of these resources may reflect the inherent limitations of rural settings, highlighting the need for ongoing support and resource allocation to such schools.

The school’s rural location presents both challenges and opportunities. While it might lack certain modern resources, it offers a unique connection to the local community and cultural heritage. The school’s accessibility via an all-weather road suggests a level of connectivity that facilitates consistent attendance and engagement.

The school’s management structure, categorized as “Pvt. Aided,” indicates a collaborative partnership between private and public entities. This model is common in regions where government support complements private initiatives in educational provision. Such collaborative models are essential for ensuring sustainable and high-quality education in underserved areas.

The school’s geographical coordinates (24.47960660 latitude and 93.13439930 longitude) and pincode (795143) provide precise location information, facilitating easier access to the school for prospective students and visitors. This detailed information is crucial for accurate mapping and effective outreach programs.

In conclusion, Lower Kharkhuplien JBS (Aided) serves as a vital pillar of primary education in its community. While the school has room for growth and development, its dedication to providing quality education, despite limited resources, makes it an exemplary example of resilience and determination in the field of rural education. The school stands as a beacon of learning in a remote region, showcasing the importance of community engagement and collaborative educational initiatives. Further support and resource allocation could enhance its capacity to provide even greater opportunities for the students it serves.