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KANDHA PRIMARY SCHOOL NASWADI
Schools world Rating: 0.1/5
Area : | KANDHA, NASWADI |
District : | VADODARA |
State : | GUJARAT |
Pincode : | 391152 |
Established in Year : | 1957 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Gujarati
| Total no of students: | 68 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 3 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 0 |
No of black boards: | 3 |
Library: | No
, No of books: 77
|
No of computers: | 1 |
Student Teacher Ratio: | 23 |
Student Classroom Ratio: | 34 |
Description:
The school KANDHA PRIMARY SCHOOL is located in the area KANDHA of NASWADI. KANDHA PRIMARY SCHOOL is in the VADODARA district of GUJARAT state. pincode is 391152. KANDHA PRIMARY SCHOOL NASWADI was establised in the year 1957. The management of KANDHA PRIMARY SCHOOL is Local Body. KANDHA PRIMARY SCHOOL is a Primary only school. The coeducation status of KANDHA PRIMARY SCHOOL is Co-Educational. The residential status of KANDHA PRIMARY SCHOOL is No. and the residential type of KANDHA PRIMARY SCHOOL is Not Applicable. The total number of students in KANDHA PRIMARY SCHOOL NASWADI is 68. The total number of teachers in KANDHA PRIMARY SCHOOL NASWADI is 3. The total number of non teaching staff in KANDHA PRIMARY SCHOOL is 0. The medium of instruction in KANDHA PRIMARY SCHOOL is Gujarati. The total number of class rooms in KANDHA PRIMARY SCHOOL is 2. The total number of other rooms in KANDHA PRIMARY SCHOOL is 0. The total number of black boards in KANDHA PRIMARY SCHOOL is 3. The total number of books in the library of KANDHA PRIMARY SCHOOL is 77. The total number of computers in KANDHA PRIMARY SCHOOL NASWADI is 1. The student teacher ratio of KANDHA PRIMARY SCHOOL NASWADI is 23.00000. The student classroom ratio of KANDHA PRIMARY SCHOOL is 34.00000. The pass percentage of KANDHA PRIMARY SCHOOL is 0.00000. The percentage of students who scored first class in KANDHA PRIMARY SCHOOL is 0.00000.
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