MAKHEL UJBS

MAKHEL UJBS was established in 1960 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in TADUBI block of SENAPATI 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. 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 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.

MAKHEL UJBS: A Rural Primary School in Manipur, India

MAKHEL UJBS, a government-run primary school, stands as a testament to the commitment to education in rural Manipur. Established in 1960, this co-educational institution serves students from grades 1 to 5, nestled within the TADUBI block of SENAPATI district. Its location in a rural area underscores the vital role it plays in providing essential education to children in a geographically dispersed community.

The school’s infrastructure consists of four classrooms, ensuring adequate space for learning. The school building itself is government-owned, highlighting a commitment to providing functional learning spaces. Notably, the school offers midday meals, prepared and provided on-site, addressing a critical need for nourishment and promoting regular attendance. This is a significant factor in the well-being and educational progress of its students.

The teaching staff comprises a dedicated team of seven educators – three male and four female teachers – ensuring diverse perspectives and a balanced approach to learning. The school’s curriculum uses English as the medium of instruction, preparing students for future academic endeavors. The school’s management falls under the Tribal/Social Welfare Department, highlighting its focus on providing educational opportunities for underprivileged children.

While the school lacks certain amenities, such as electricity, a boundary wall, a playground, and a library, its commitment to providing a basic education remains unwavering. The absence of these features highlights potential areas for improvement and future development. The school’s management is actively seeking means to enhance its facilities to provide a more comprehensive and enriching learning environment.

Despite the absence of computer-aided learning and a lack of computers, the school maintains a focus on core subjects and foundational skills. The focus on classroom instruction ensures that the fundamental building blocks of education are imparted effectively. This pragmatic approach prioritizes essential learning outcomes in the context of available resources.

The school’s residential status provides support for its students, though the specific type of residential provision remains unspecified. This provision underscores the commitment to supporting the educational journey of students in the community, considering potential obstacles such as distance or other socio-economic factors.

Accessibility is a key consideration. The school is conveniently accessible via all-weather roads, ensuring regular attendance for students regardless of weather conditions. This accessibility is vital for providing consistent educational opportunities.

The school’s commitment to inclusivity is evident in its provision of ramps for disabled children. This accessibility feature demonstrates a commitment to creating an inclusive learning environment that caters to the needs of all students.

The school’s two functional toilets (one for boys and one for girls) provide necessary sanitation facilities. While basic, these facilities maintain a reasonable standard of hygiene within the school premises.

In summary, MAKHEL UJBS provides essential primary education to the children of a rural community. While improvements are needed in its infrastructure and resources, the dedication of its teachers and management toward providing quality education in the face of challenges is commendable. Future development efforts could focus on enhancing these facilities to provide a more holistic and comprehensive learning experience.