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MADARSA FAIJE SARVARI SANCHORE
Schools world Rating: 0/5
Area : | PRATAP PURA, SANCHORE |
District : | JALOR |
State : | RAJASTHAN |
Pincode : | 343041 |
Established in Year : | 2004 |
Management : | Others |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 39 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 0 |
No of non teaching staff: | 0 |
No of class rooms: | 1 |
No of non-class rooms: | 1 |
No of black boards: | 3 |
Library: | No
, No of books: 60
|
No of computers: | 1 |
Student Teacher Ratio: | 39 |
Student Classroom Ratio: | 39 |
Description:
The school MADARSA FAIJE SARVARI is located in the area PRATAP PURA of SANCHORE. MADARSA FAIJE SARVARI is in the JALOR district of RAJASTHAN state. pincode is 343041. MADARSA FAIJE SARVARI SANCHORE was establised in the year 2004. The management of MADARSA FAIJE SARVARI is Others. MADARSA FAIJE SARVARI is a Primary only school. The coeducation status of MADARSA FAIJE SARVARI is Co-Educational. The residential status of MADARSA FAIJE SARVARI is No. and the residential type of MADARSA FAIJE SARVARI is Not Applicable. The total number of students in MADARSA FAIJE SARVARI SANCHORE is 39. The total number of teachers in MADARSA FAIJE SARVARI SANCHORE is 0. The total number of non teaching staff in MADARSA FAIJE SARVARI is 0. The medium of instruction in MADARSA FAIJE SARVARI is Hindi. The total number of class rooms in MADARSA FAIJE SARVARI is 1. The total number of other rooms in MADARSA FAIJE SARVARI is 1. The total number of black boards in MADARSA FAIJE SARVARI is 3. The total number of books in the library of MADARSA FAIJE SARVARI is 60. The total number of computers in MADARSA FAIJE SARVARI SANCHORE is 1. The student teacher ratio of MADARSA FAIJE SARVARI SANCHORE is 39.00000. The student classroom ratio of MADARSA FAIJE SARVARI is 39.00000. The pass percentage of MADARSA FAIJE SARVARI is 0.00000. The percentage of students who scored first class in MADARSA FAIJE SARVARI is 0.00000.
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