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GOVT. UPS SAMEL (I) LALSOT
Schools world Rating: 0.4/5
Area : | SAMEL, LALSOT |
District : | DAUSA |
State : | RAJASTHAN |
Pincode : | 303503 |
Established in Year : | 1962 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 232 |
|
School Category : | P + UP & Sec/H.Sec |
Residential: | No
, Not Applicable |
No of Teachers: | 6 |
No of non teaching staff: | 0 |
No of class rooms: | 6 |
No of non-class rooms: | 0 |
No of black boards: | 10 |
Library: | Yes
, No of books: 603
|
No of computers: | 0 |
Student Teacher Ratio: | 39 |
Student Classroom Ratio: | 39 |
Pass Percentage: | 100 |
Description:
The school GOVT. UPS SAMEL (I) is located in the area SAMEL of LALSOT. GOVT. UPS SAMEL (I) is in the DAUSA district of RAJASTHAN state. pincode is 303503. GOVT. UPS SAMEL (I) LALSOT was establised in the year 1962. The management of GOVT. UPS SAMEL (I) is Dept. of Education. GOVT. UPS SAMEL (I) is a P + UP & Sec/H.Sec school. The coeducation status of GOVT. UPS SAMEL (I) is Co-Educational. The residential status of GOVT. UPS SAMEL (I) is No. and the residential type of GOVT. UPS SAMEL (I) is Not Applicable. The total number of students in GOVT. UPS SAMEL (I) LALSOT is 232. The total number of teachers in GOVT. UPS SAMEL (I) LALSOT is 6. The total number of non teaching staff in GOVT. UPS SAMEL (I) is 0. The medium of instruction in GOVT. UPS SAMEL (I) is Hindi. The total number of class rooms in GOVT. UPS SAMEL (I) is 6. The total number of other rooms in GOVT. UPS SAMEL (I) is 0. The total number of black boards in GOVT. UPS SAMEL (I) is 10. The total number of books in the library of GOVT. UPS SAMEL (I) is 603. The total number of computers in GOVT. UPS SAMEL (I) LALSOT is 0. The student teacher ratio of GOVT. UPS SAMEL (I) LALSOT is 39.00000. The student classroom ratio of GOVT. UPS SAMEL (I) is 39.00000. The pass percentage of GOVT. UPS SAMEL (I) is 100.00000. The percentage of students who scored first class in GOVT. UPS SAMEL (I) is 0.00000.
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