PULLEIPOKPI TENTHA KHUNOU PS

PULLEIPOKPI TENTHA KHUNOU PS was established in 1965 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 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 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.

Pulleipokpi Tenthakhunou Primary School: A Profile

Pulleipokpi Tenthakhunou Primary School (PS), established in 1965, serves the rural community of Thoubal district in Manipur, India. Managed by the Department of Education, this co-educational institution provides primary education, encompassing classes 1 through 5. The school’s commitment to quality education is evident in its dedicated teaching staff and focus on providing a conducive learning environment.

The school boasts a government-provided building with five well-maintained classrooms, ensuring ample space for learning activities. Two additional rooms cater to non-teaching needs, and a dedicated space is allocated for the head teacher. The school grounds include a playground, offering a vital space for recreation and physical activity for the students. Importantly, ramps are available to ensure accessibility for disabled children.

The school’s curriculum is taught using English as the primary medium of instruction. The dedicated teaching staff comprises four teachers, including two male and two female educators, all committed to providing quality instruction. A single head teacher, MD. Najirali Khan, leads the school’s administration and educational initiatives. The school operates under the “Others” board for both class 10 and 10+2 levels, signifying a flexible approach to education.

Meals are provided and prepared on the school premises, addressing the nutritional needs of the students. While the school lacks electricity and a boundary wall, it prioritizes the safety and well-being of its pupils with functional boys’ and girls’ toilets. The absence of a library and computer-aided learning facilities highlights areas for potential future development and improvement.

Despite these limitations, the school actively works to enhance the educational experience for its students. The lack of a boundary wall and electricity presents challenges, but the school’s dedication to education shines through in its provision of a playground and accessible facilities for disabled children. The school’s rural location underscores its vital role in providing essential primary education to a community that might otherwise lack such access.

The school’s commitment to education is evident in its structure and resources. The five classrooms, along with additional rooms, enable effective teaching and learning activities. The availability of a playground facilitates physical development and healthy recreation. The provision of separate boys’ and girls’ toilets ensures appropriate sanitation facilities.

The absence of computers and a library represents opportunities for future development. Integrating technology and establishing a library could significantly enhance the learning experience. These additions would equip students with vital 21st-century skills and facilitate independent learning.

The school’s administration and management play a crucial role in fostering a positive and supportive learning environment. The head teacher’s leadership is essential in guiding the school’s vision and goals. Effective management ensures the smooth running of the school and provides a strong foundation for future growth and improvement.

Pulleipokpi Tenthakhunou Primary School serves as a vital pillar of education in its rural community. Its dedication to providing quality primary education despite infrastructural limitations showcases its commitment to its students. The school’s strong focus on providing a safe and inclusive learning environment ensures the well-being of its pupils. Future developments, such as the addition of a library and technology integration, will further enhance its educational offerings.

The school’s dedication to its students is evident in its efforts to provide a supportive and nurturing environment. The school’s commitment to providing meals and ensuring sanitation underscores its holistic approach to education. This dedication to providing a holistic education serves as a testament to the school’s commitment to the well-being and success of its students.

In conclusion, Pulleipokpi Tenthakhunou Primary School plays a critical role in providing foundational education to a rural community. While facing challenges related to infrastructure and resources, the school’s commitment to its students remains unwavering. Future improvements will enhance its capacity to provide even better educational opportunities.