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G.P.S,KASYA KI DHANI KISHANGARH
Schools world Rating: 0/5
Area : | RUPANGADH, KISHANGARH |
District : | AJMER |
State : | RAJASTHAN |
Pincode : | 305814 |
Established in Year : | 1985 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 23 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 1 |
No of black boards: | 4 |
Library: | No
, No of books: 285
|
No of computers: | 0 |
Student Teacher Ratio: | 12 |
Student Classroom Ratio: | 12 |
Description:
The school G.P.S,KASYA KI DHANI is located in the area RUPANGADH of KISHANGARH. G.P.S,KASYA KI DHANI is in the AJMER district of RAJASTHAN state. pincode is 305814. G.P.S,KASYA KI DHANI KISHANGARH was establised in the year 1985. The management of G.P.S,KASYA KI DHANI is Local Body. G.P.S,KASYA KI DHANI is a Primary only school. The coeducation status of G.P.S,KASYA KI DHANI is Co-Educational. The residential status of G.P.S,KASYA KI DHANI is No. and the residential type of G.P.S,KASYA KI DHANI is Not Applicable. The total number of students in G.P.S,KASYA KI DHANI KISHANGARH is 23. The total number of teachers in G.P.S,KASYA KI DHANI KISHANGARH is 2. The total number of non teaching staff in G.P.S,KASYA KI DHANI is 0. The medium of instruction in G.P.S,KASYA KI DHANI is Hindi. The total number of class rooms in G.P.S,KASYA KI DHANI is 2. The total number of other rooms in G.P.S,KASYA KI DHANI is 1. The total number of black boards in G.P.S,KASYA KI DHANI is 4. The total number of books in the library of G.P.S,KASYA KI DHANI is 285. The total number of computers in G.P.S,KASYA KI DHANI KISHANGARH is 0. The student teacher ratio of G.P.S,KASYA KI DHANI KISHANGARH is 12.00000. The student classroom ratio of G.P.S,KASYA KI DHANI is 12.00000. The pass percentage of G.P.S,KASYA KI DHANI is 0.00000. The percentage of students who scored first class in G.P.S,KASYA KI DHANI is 0.00000.
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