SEKJANG PS

SEKJANG PS was established in 1982 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in NUNGBA block of TAMENGLONG 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. 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 Dilapidated building. It has got 2 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 Pucca But Broken 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.

SEKJANG PS: A Glimpse into a Rural Manipur School

Nestled within the NUNGBA block of TAMENGLONG district in Manipur, SEKJANG PS stands as a testament to the dedication to education in rural India. Established in 1982 and managed by the Tribal/Social Welfare Department, the school caters to students from Grades 1 to 5.

Despite its rural location, SEKJANG PS serves as a beacon of learning for the community. The school provides a co-educational environment and boasts a dedicated team of teachers, including one male teacher and two female teachers. The medium of instruction is “Others,” reflecting the school’s commitment to catering to the specific needs of its students.

While the school building is classified as “Dilapidated,” its two classrooms are in good condition, providing a conducive learning environment for the students. The school prioritizes its students’ well-being, providing a meal that is both provided and prepared on the school premises.

The school’s infrastructure, while modest, demonstrates its commitment to providing a basic level of facilities. The school features a Pucca But Broken boundary wall and a dedicated room for the head teacher. However, the school lacks access to electricity and a reliable source of drinking water. It also does not have a playground or a library, limiting the students’ opportunities for recreational activities and access to books.

Despite these challenges, SEKJANG PS strives to provide a valuable educational experience for its students. The school’s dedication to teaching and learning is evident in the presence of a functional boys’ and girls’ toilet, ensuring the students have basic sanitation facilities.

SEKJANG PS, while facing various infrastructure limitations, showcases the dedication of its educators to providing a quality education to children in a rural setting. The school’s commitment to its students’ well-being and its dedication to promoting learning amidst challenges serve as an inspiring example of the importance of education in rural communities.