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KANYA AASHREM KESHKAL KESHKAL
Schools world Rating: 0.1/5
Area : | KESHKAL, KESHKAL |
District : | BASTER |
State : | CHHATTISGARH |
Pincode : | 494331 |
Established in Year : | 1973 |
Management : | T/Social Welfare Dept. |
Coeducation: | Girls only |
Medium of Instruction: | Hindi
| Total no of students: | 51 |
|
School Category : | Primary only |
Residential: | Yes
, Ashram (Govt) |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 4 |
No of non-class rooms: | 0 |
No of black boards: | 7 |
Library: | Yes
|
No of computers: | 2 |
Student Teacher Ratio: | 51 |
Student Classroom Ratio: | 13 |
Description:
The school KANYA AASHREM KESHKAL is located in the area KESHKAL of KESHKAL. KANYA AASHREM KESHKAL is in the BASTER district of CHHATTISGARH state. pincode is 494331. KANYA AASHREM KESHKAL KESHKAL was establised in the year 1973. The management of KANYA AASHREM KESHKAL is T/Social Welfare Dept.. KANYA AASHREM KESHKAL is a Primary only school. The coeducation status of KANYA AASHREM KESHKAL is Girls only. The residential status of KANYA AASHREM KESHKAL is Yes. and the residential type of KANYA AASHREM KESHKAL is Ashram (Govt). The total number of students in KANYA AASHREM KESHKAL KESHKAL is 51. The total number of teachers in KANYA AASHREM KESHKAL KESHKAL is 2. The total number of non teaching staff in KANYA AASHREM KESHKAL is 0. The medium of instruction in KANYA AASHREM KESHKAL is Hindi. The total number of class rooms in KANYA AASHREM KESHKAL is 4. The total number of other rooms in KANYA AASHREM KESHKAL is 0. The total number of black boards in KANYA AASHREM KESHKAL is 7. The total number of books in the library of KANYA AASHREM KESHKAL is 0. The total number of computers in KANYA AASHREM KESHKAL KESHKAL is 2. The student teacher ratio of KANYA AASHREM KESHKAL KESHKAL is 51.00000. The student classroom ratio of KANYA AASHREM KESHKAL is 13.00000. The pass percentage of KANYA AASHREM KESHKAL is 0.00000. The percentage of students who scored first class in KANYA AASHREM KESHKAL is 0.00000.
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