PHOUBAKCHAO AWANG JR.H/S

PHOUBAKCHAO AWANG JR.H/S was established in 1958 and it is managed by the Department of Education. It is located in Rural area. It is located in WANGOI block of IMPHAL WEST district of Manipur. The school consists of Grades from 1 to 6. 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 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 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 78 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.

Phoubakchao Awang Jr. High School: A Profile of a Rural Manipur School

Phoubakchao Awang Jr. High School, established in 1958, serves the rural community of Wangoi block in Imphal West district, Manipur. Under the management of the Department of Education, this co-educational institution provides primary and upper primary education (classes 1-8), playing a vital role in the local educational landscape. The school’s commitment to education is evident in its dedicated teaching staff and existing resources.

The school boasts five classrooms, all in good condition, ensuring a suitable learning environment for its students. While lacking a boundary wall and electricity, the school compensates with other essential facilities. A functional library houses 78 books, offering students access to valuable reading materials. The presence of a playground provides a space for recreation and physical activity, contributing to the holistic development of the children. Separate boys’ and girls’ toilets are available, ensuring basic sanitation needs are met. Importantly, the school prepares and provides midday meals on its premises.

The instructional medium is English, equipping students with essential language skills for future opportunities. The teaching staff comprises seven teachers, including five male and two female educators, dedicated to providing quality education to the students. The school’s curriculum aligns with the “Others” board for classes 10 and 10+2, reflecting a focus on a comprehensive education.

The school’s infrastructure, while basic, provides a functional space for learning. The absence of computer-aided learning and computers themselves highlights a need for further technological advancements to enhance the learning experience. Similarly, the lack of a boundary wall and electricity presents challenges that could be addressed through community involvement or government support. However, the school’s existing features, such as the library and playground, contribute positively to the overall learning environment.

The school’s location in a rural area underlines its importance in bridging the educational gap and promoting access to quality education for children in underserved communities. Its continued operation since 1958 showcases its resilience and enduring commitment to serving its students and community.

The school’s dedication to providing a midday meal underscores its holistic approach to education, addressing the nutritional needs of the students and ensuring their well-being. This vital aspect of the school’s operation contributes to improved learning outcomes by reducing hunger-related distractions.

Although the school lacks certain amenities, such as a computer lab and electricity, its existing infrastructure and committed teaching staff demonstrate a dedication to providing basic education to the community. The presence of a library, playground, and separate toilet facilities indicates a commitment to providing a balanced educational experience.

Phoubakchao Awang Jr. High School’s operational details, including its class structure, teaching staff, and resources, reveal a clear focus on providing a functional and accessible education. The school’s history and ongoing contribution to the community showcase its role in shaping the lives of its students.

The school’s management by the Department of Education reflects a governmental commitment to education within the region. This ensures some level of oversight and potentially access to further resources and support.

The lack of a pre-primary section points to a possible opportunity for expansion in the future, potentially catering to a wider age range and contributing further to early childhood development within the community.

In conclusion, Phoubakchao Awang Jr. High School, despite its limitations, remains a significant educational institution in its rural setting. Its dedication to providing basic education, combined with its existing resources and commitment from its teaching staff, warrants recognition and continued support. Addressing its infrastructure needs would enhance its capabilities further.