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GPS BRDA COLONY KASUMPATI
Schools world Rating: 1.1/5
Area : | MARYAHAN, KASUMPATI |
District : | SHIMLA |
State : | HIMACHAL PRADESH |
Pincode : | 171001 |
Established in Year : | 1998 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 34 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 1 |
No of class rooms: | 2 |
No of non-class rooms: | 1 |
No of black boards: | 3 |
Library: | Yes
, No of books: 300
|
No of computers: | 0 |
Student Teacher Ratio: | 17 |
Student Classroom Ratio: | 17 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 66.67 |
Description:
The school GPS BRDA COLONY is located in the area MARYAHAN of KASUMPATI. GPS BRDA COLONY is in the SHIMLA district of HIMACHAL PRADESH state. pincode is 171001. GPS BRDA COLONY KASUMPATI was establised in the year 1998. The management of GPS BRDA COLONY is Dept. of Education. GPS BRDA COLONY is a Primary only school. The coeducation status of GPS BRDA COLONY is Co-Educational. The residential status of GPS BRDA COLONY is No. and the residential type of GPS BRDA COLONY is Not Applicable. The total number of students in GPS BRDA COLONY KASUMPATI is 34. The total number of teachers in GPS BRDA COLONY KASUMPATI is 2. The total number of non teaching staff in GPS BRDA COLONY is 1. The medium of instruction in GPS BRDA COLONY is Hindi. The total number of class rooms in GPS BRDA COLONY is 2. The total number of other rooms in GPS BRDA COLONY is 1. The total number of black boards in GPS BRDA COLONY is 3. The total number of books in the library of GPS BRDA COLONY is 300. The total number of computers in GPS BRDA COLONY KASUMPATI is 0. The student teacher ratio of GPS BRDA COLONY KASUMPATI is 17.00000. The student classroom ratio of GPS BRDA COLONY is 17.00000. The pass percentage of GPS BRDA COLONY is 100.00000. The percentage of students who scored first class in GPS BRDA COLONY is 66.67000.
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