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KANI. PS DWARI PARA PONDI-UPRODA
Schools world Rating: 0.1/5
Area : | DWARI PARA, PONDI-UPRODA |
District : | KORBA |
State : | CHHATTISGARH |
Pincode : | 495445 |
Established in Year : | 1993 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 31 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 1 |
No of black boards: | 3 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 16 |
Student Classroom Ratio: | 10 |
Description:
The school KANI. PS DWARI PARA is located in the area DWARI PARA of PONDI-UPRODA. KANI. PS DWARI PARA is in the KORBA district of CHHATTISGARH state. pincode is 495445. KANI. PS DWARI PARA PONDI-UPRODA was establised in the year 1993. The management of KANI. PS DWARI PARA is Dept. of Education. KANI. PS DWARI PARA is a Primary only school. The coeducation status of KANI. PS DWARI PARA is Co-Educational. The residential status of KANI. PS DWARI PARA is No. and the residential type of KANI. PS DWARI PARA is Not Applicable. The total number of students in KANI. PS DWARI PARA PONDI-UPRODA is 31. The total number of teachers in KANI. PS DWARI PARA PONDI-UPRODA is 2. The total number of non teaching staff in KANI. PS DWARI PARA is 0. The medium of instruction in KANI. PS DWARI PARA is Hindi. The total number of class rooms in KANI. PS DWARI PARA is 3. The total number of other rooms in KANI. PS DWARI PARA is 1. The total number of black boards in KANI. PS DWARI PARA is 3. The total number of books in the library of KANI. PS DWARI PARA is 0. The total number of computers in KANI. PS DWARI PARA PONDI-UPRODA is 0. The student teacher ratio of KANI. PS DWARI PARA PONDI-UPRODA is 16.00000. The student classroom ratio of KANI. PS DWARI PARA is 10.00000. The pass percentage of KANI. PS DWARI PARA is 0.00000. The percentage of students who scored first class in KANI. PS DWARI PARA is 0.00000.
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