GURUTIRTHA VIDYAPITH CHATUSPATHI

GURUTIRTHA VIDYAPITH CHATUSPATHI was established in 1984 and it is managed by the Unrecognised. It is located in Rural area. It is located in SOUTH KARIMGANJ block of KARIMGANJ district of Assam. The school consists of Grades from 8 to 10. 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. Bengali 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 Private 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 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 Not Provided providing mid-day meal.

Gurutirtha Vidyapith Chatuspathi: A Rural Secondary School in Assam

Gurutirtha Vidyapith Chatuspathi, a private secondary school located in the rural areas of South Karimganj block, Karimganj district, Assam, offers a glimpse into the educational landscape of a specific region. Established in 1984, this co-educational institution caters to students from classes 8 to 10, focusing on providing secondary education. Its unique characteristics and challenges highlight the diverse nature of educational facilities in India.

The school’s infrastructure presents a mixed picture. While it boasts a private building and enjoys an electricity connection, it lacks a boundary wall and a playground. The availability of hand pumps provides a crucial source of drinking water, and notably, ramps are present to ensure accessibility for disabled students. The absence of a library and computer-aided learning facilities underscores the need for further resource development.

Instruction at Gurutirtha Vidyapith Chatuspathi is conducted in Bengali. The school is staffed by four male teachers, highlighting a potential need for increased teacher diversity and a larger faculty. The school follows the State Board curriculum for class 10, and the curriculum aligns with providing secondary education, as reflected in the academic title. Mid-day meals are not provided, indicating a potential area for improvement in supporting student nutrition.

The school’s management structure is identified as “Unrecognized,” indicating a potential need for formal recognition and possible associated support and resources. This status might influence the school’s access to funding and other benefits typically extended to recognized institutions. The school’s lack of a pre-primary section also reflects a specific educational niche serving a particular age demographic.

Further information about the school’s administration is limited; the head teacher information is unavailable. The absence of additional information on contact details, such as phone number or email address, limits further interaction and inquiries. The absence of a website or online presence also restricts broader access to information.

The geographic location of the school in a rural area presents specific challenges and opportunities. Access to resources and connectivity might be limited compared to urban institutions. Conversely, the school plays a crucial role in providing local access to secondary education, serving the immediate community.

The school’s status as a “Co-educational” institution emphasizes its commitment to providing equal educational opportunities for both boys and girls. The single girls’ toilet available highlights the need for further infrastructural improvements, particularly considering the ratio of male versus female teachers. The overall condition of the building, described as good, suggests a functional learning environment despite resource limitations.

The absence of computers and a computer-aided learning lab underscores the importance of exploring opportunities to integrate technology into the curriculum. The absence of a library indicates that access to educational resources might be limited, impacting the educational experience for students.

The information reveals a clear disparity between the stated “Secondary only (9-10)” academic title and the operational reality of accommodating students from class 8. This suggests either a planned expansion or a current situation exceeding the stated academic scope.

The overall picture of Gurutirtha Vidyapith Chatuspathi shows a functioning secondary school providing a valuable service within its community. However, the school would greatly benefit from increased resources and formal recognition to enhance the learning environment and educational opportunities for its students. The availability of infrastructure improvements and additional teachers, particularly female teachers, would enhance the school’s overall functioning and capacity to deliver quality education. Future developments and improvements will ultimately shape its ability to support the educational needs of the local population.