TAKHELAMBAM P.S.

TAKHELAMBAM P.S. was established in 1962 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 2. 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 Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 27 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.

Takhelambam Primary School: A Profile

Takhelambam Primary School (TAKHELAMBAM P.S.), established in 1962, serves the rural community of Wangoi block in Imphal West district, Manipur. Managed by the Department of Education, this co-educational institution provides primary education (classes 1-2) and plays a vital role in the local community’s educational landscape.

The school’s infrastructure includes a government-owned building with five classrooms, all in good condition. A library, stocked with 27 books, and a playground provide additional learning and recreational spaces. Sanitary facilities consist of one functional boys’ toilet and one functional girls’ toilet. The school’s water supply is ensured by a well, providing a reliable source of drinking water for students and staff. The school building is constructed with pucca walls, although some repairs are needed. While electricity is available, it’s not currently functional.

The school’s teaching staff comprises five teachers – one male and four female – dedicated to providing quality education to the students. English serves as the primary language of instruction, fostering a strong foundation in English language skills. The school provides mid-day meals, prepared and served on the school premises, ensuring students receive proper nourishment.

While the school lacks computer-aided learning facilities and computers for educational purposes, its commitment to quality education remains unwavering. The absence of these resources highlights the need for future investment in technology to enhance the learning experience.

The school’s location in a rural area presents unique challenges, including the need for ongoing maintenance of its facilities. The pucca walls, though currently broken in some areas, provide a degree of protection and indicate a potential for improvement. The school’s reliance on a well for drinking water underscores the importance of ensuring continued functionality and water quality.

The availability of a playground highlights the school’s emphasis on holistic development, providing opportunities for physical activity and socialization beyond the classroom. Similarly, the presence of a library, even with a modest collection of books, fosters a love for reading and access to information.

The school’s operating hours and academic calendar are not explicitly detailed in the provided information, but it’s implied that the academic year commences in April, aligning with the general academic year in the region. Further details about the specific curriculum, extracurricular activities, and school policies would require additional investigation.

The management and oversight of the school by the Department of Education suggests a commitment to providing a standardized education experience for students. This institutional backing is significant in ensuring the long-term viability and sustainability of the school. However, the lack of specified contact information—phone number or email address—presents a barrier to direct engagement and communication.

Despite its limitations in infrastructure and technology, Takhelambam Primary School plays a critical role in providing education to the children of the rural community. The dedicated teaching staff and the support of the Department of Education are crucial components in achieving this vital mission. Future improvements in infrastructure, technology, and resources will undoubtedly further enhance the school’s capacity to serve the educational needs of its students. The school’s commitment to providing mid-day meals also demonstrates a dedication to the overall well-being of the children under its care.

The information provided allows for a comprehensive overview of Takhelambam Primary School, showcasing both its strengths and areas needing improvement. Further exploration and engagement with the school’s administration could provide a more detailed picture of its day-to-day operations and future plans.