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G.G.M.S. LAKHMIRWALA JIND
Schools world Rating: 0.2/5
Area : | LAKHMIR WALA, JIND |
District : | JIND |
State : | HARYANA |
Pincode : | 126102 |
Established in Year : | 1960 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 89 |
|
School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 6 |
No of non teaching staff: | 1 |
No of class rooms: | 2 |
No of non-class rooms: | 1 |
No of black boards: | 1 |
Library: | Yes
, No of books: 250
|
No of computers: | 0 |
Student Teacher Ratio: | 15 |
Student Classroom Ratio: | 45 |
Pass Percentage: | 100 |
Description:
The school G.G.M.S. LAKHMIRWALA is located in the area LAKHMIR WALA of JIND. G.G.M.S. LAKHMIRWALA is in the JIND district of HARYANA state. pincode is 126102. G.G.M.S. LAKHMIRWALA JIND was establised in the year 1960. The management of G.G.M.S. LAKHMIRWALA is Dept. of Education. G.G.M.S. LAKHMIRWALA is a Upper P. only school. The coeducation status of G.G.M.S. LAKHMIRWALA is Co-Educational. The residential status of G.G.M.S. LAKHMIRWALA is No. and the residential type of G.G.M.S. LAKHMIRWALA is Not Applicable. The total number of students in G.G.M.S. LAKHMIRWALA JIND is 89. The total number of teachers in G.G.M.S. LAKHMIRWALA JIND is 6. The total number of non teaching staff in G.G.M.S. LAKHMIRWALA is 1. The medium of instruction in G.G.M.S. LAKHMIRWALA is Hindi. The total number of class rooms in G.G.M.S. LAKHMIRWALA is 2. The total number of other rooms in G.G.M.S. LAKHMIRWALA is 1. The total number of black boards in G.G.M.S. LAKHMIRWALA is 1. The total number of books in the library of G.G.M.S. LAKHMIRWALA is 250. The total number of computers in G.G.M.S. LAKHMIRWALA JIND is 0. The student teacher ratio of G.G.M.S. LAKHMIRWALA JIND is 15.00000. The student classroom ratio of G.G.M.S. LAKHMIRWALA is 45.00000. The pass percentage of G.G.M.S. LAKHMIRWALA is 100.00000. The percentage of students who scored first class in G.G.M.S. LAKHMIRWALA is 0.00000.
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