MPPS TATIPARTHI

MPPS TATIPARTHI was established in 2012 and it is managed by the Local body. It is located in Rural area. It is located in RAVIKAMATHAM block of VISAKHAPATNAM district of ANDHRA PRADESH. 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 Not Applicable in nature and is not using school building as a shift-school. Telugu 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 N/A building. It has got 0 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 N/A 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 0 boys toilet and it is functional. and 0 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 Not Applicable providing mid-day meal.

MPPS TATIPARTHI: A Rural Primary School in Andhra Pradesh

MPPS TATIPARTHI is a primary school located in the RAVIKAMATHAM block of VISAKHAPATNAM district in the state of ANDHRA PRADESH. Established in 2012, this co-educational school is managed by the local body and caters to students from Class 1 to Class 5. It is situated in a rural area and offers instruction in Telugu.

The school is easily accessible by all-weather roads and operates on an academic calendar that begins in April. It has 1 female teacher and is not equipped with a pre-primary section. While the school does not have a building, it utilizes 2 rooms for non-teaching activities, including a dedicated space for the head teacher.

The school faces several infrastructural challenges. It lacks electricity, a boundary wall, a playground, a library, and computers for teaching and learning purposes. Additionally, the school does not have a computer-aided learning lab. The lack of a library is reflected in the absence of books.

The school relies on a single teacher to deliver education. There are no male teachers employed at the school, and despite being a co-educational institution, the school does not offer any pre-primary classes. The school does not provide mid-day meals to students.

The absence of basic amenities such as electricity and computer facilities presents significant challenges for the students and teachers at MPPS TATIPARTHI. However, the presence of a single dedicated teacher indicates a commitment to providing basic education to the children in the rural community.

Key Features of MPPS TATIPARTHI:

• Location: RAVIKAMATHAM block, VISAKHAPATNAM district, ANDHRA PRADESH
• Establishment: 2012
• Management: Local body
• School Area: Rural
• School Type: Co-educational
• Instruction Medium: Telugu
• Classes: From Class 1 to Class 5
• Total Teachers: 1 (female)
• Pre-Primary Section: No
• Building: N/A
• Classrooms: 0
• Drinking Water: None
• Electricity: No
• Library: N/A
• Books in Library: 0
• Playground: N/A
• Computers: 0
• Computer Aided Learning: No
• Mid-Day Meal: Not Applicable

Challenges:

• Lack of electricity and computer facilities
• Absence of a library and books
• Limited infrastructure and resources

Future Aspirations:

MPPS TATIPARTHI represents the reality of many rural schools across India. It highlights the need for improved infrastructure and resource allocation to ensure quality education for all children. The school’s future aspirations may include acquiring basic amenities such as electricity, computers, and library facilities, as well as recruiting additional teachers to enhance educational opportunities for the students.

Conclusion:

MPPS TATIPARTHI serves as a testament to the importance of education in rural communities, even amidst limited resources. The commitment of the school’s staff to provide basic education to its students, despite the challenges, is commendable. It is hoped that with greater support and investment, this school can overcome its obstacles and provide a more comprehensive and enriched educational experience for its students.