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GMS KASBA KOTLA DADASIBA
Schools world Rating: 0.5/5
Area : | KASBA KOTLA, DADASIBA |
District : | KANGRA |
State : | HIMACHAL PRADESH |
Pincode : | 177111 |
Established in Year : | 2004 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 37 |
|
School Category : | Upper P. only |
Residential: | No
, Non Ashram (Govt) |
No of Teachers: | 5 |
No of non teaching staff: | 1 |
No of class rooms: | 1 |
No of non-class rooms: | 0 |
No of black boards: | 4 |
Library: | Yes
, No of books: 68
|
No of computers: | 0 |
Student Teacher Ratio: | 7 |
Student Classroom Ratio: | 37 |
Pass Percentage: | 67 |
Percentage of students who scored first class: | 66.67 |
Description:
The school GMS KASBA KOTLA is located in the area KASBA KOTLA of DADASIBA. GMS KASBA KOTLA is in the KANGRA district of HIMACHAL PRADESH state. pincode is 177111. GMS KASBA KOTLA DADASIBA was establised in the year 2004. The management of GMS KASBA KOTLA is Dept. of Education. GMS KASBA KOTLA is a Upper P. only school. The coeducation status of GMS KASBA KOTLA is Co-Educational. The residential status of GMS KASBA KOTLA is No. and the residential type of GMS KASBA KOTLA is Non Ashram (Govt). The total number of students in GMS KASBA KOTLA DADASIBA is 37. The total number of teachers in GMS KASBA KOTLA DADASIBA is 5. The total number of non teaching staff in GMS KASBA KOTLA is 1. The medium of instruction in GMS KASBA KOTLA is Hindi. The total number of class rooms in GMS KASBA KOTLA is 1. The total number of other rooms in GMS KASBA KOTLA is 0. The total number of black boards in GMS KASBA KOTLA is 4. The total number of books in the library of GMS KASBA KOTLA is 68. The total number of computers in GMS KASBA KOTLA DADASIBA is 0. The student teacher ratio of GMS KASBA KOTLA DADASIBA is 7.00000. The student classroom ratio of GMS KASBA KOTLA is 37.00000. The pass percentage of GMS KASBA KOTLA is 67.00000. The percentage of students who scored first class in GMS KASBA KOTLA is 66.67000.
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