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GPS HANJI MOHALLA HAJIN
Schools world Rating: 1.3/5
Area : | BAHARPORA, HAJIN |
District : | BANDIPORA |
State : | JAMMU & KASHMIR |
Pincode : | 193501 |
Established in Year : | 2005 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | English
| Total no of students: | 30 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 0 |
No of black boards: | 4 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 30 |
Student Classroom Ratio: | 15 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 100 |
Description:
The school GPS HANJI MOHALLA is located in the area BAHARPORA of HAJIN. GPS HANJI MOHALLA is in the BANDIPORA district of JAMMU & KASHMIR state. pincode is 193501. GPS HANJI MOHALLA HAJIN was establised in the year 2005. The management of GPS HANJI MOHALLA is Dept. of Education. GPS HANJI MOHALLA is a Primary only school. The coeducation status of GPS HANJI MOHALLA is Co-Educational. The residential status of GPS HANJI MOHALLA is No. and the residential type of GPS HANJI MOHALLA is Not Applicable. The total number of students in GPS HANJI MOHALLA HAJIN is 30. The total number of teachers in GPS HANJI MOHALLA HAJIN is 1. The total number of non teaching staff in GPS HANJI MOHALLA is 0. The medium of instruction in GPS HANJI MOHALLA is English. The total number of class rooms in GPS HANJI MOHALLA is 2. The total number of other rooms in GPS HANJI MOHALLA is 0. The total number of black boards in GPS HANJI MOHALLA is 4. The total number of books in the library of GPS HANJI MOHALLA is 0. The total number of computers in GPS HANJI MOHALLA HAJIN is 0. The student teacher ratio of GPS HANJI MOHALLA HAJIN is 30.00000. The student classroom ratio of GPS HANJI MOHALLA is 15.00000. The pass percentage of GPS HANJI MOHALLA is 100.00000. The percentage of students who scored first class in GPS HANJI MOHALLA is 100.00000.
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