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GPS JHALON KA DHUNDA MANDALGARH
Schools world Rating: 0.1/5
Area : | JALON KA DUNDHA, MANDALGARH |
District : | BHILWARA |
State : | RAJASTHAN |
Pincode : | 311602 |
Established in Year : | 1999 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 61 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 3 |
No of black boards: | 4 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 61 |
Student Classroom Ratio: | 31 |
Description:
The school GPS JHALON KA DHUNDA is located in the area JALON KA DUNDHA of MANDALGARH. GPS JHALON KA DHUNDA is in the BHILWARA district of RAJASTHAN state. pincode is 311602. GPS JHALON KA DHUNDA MANDALGARH was establised in the year 1999. The management of GPS JHALON KA DHUNDA is Local Body. GPS JHALON KA DHUNDA is a Primary only school. The coeducation status of GPS JHALON KA DHUNDA is Co-Educational. The residential status of GPS JHALON KA DHUNDA is No. and the residential type of GPS JHALON KA DHUNDA is Not Applicable. The total number of students in GPS JHALON KA DHUNDA MANDALGARH is 61. The total number of teachers in GPS JHALON KA DHUNDA MANDALGARH is 1. The total number of non teaching staff in GPS JHALON KA DHUNDA is 0. The medium of instruction in GPS JHALON KA DHUNDA is Hindi. The total number of class rooms in GPS JHALON KA DHUNDA is 2. The total number of other rooms in GPS JHALON KA DHUNDA is 3. The total number of black boards in GPS JHALON KA DHUNDA is 4. The total number of books in the library of GPS JHALON KA DHUNDA is 0. The total number of computers in GPS JHALON KA DHUNDA MANDALGARH is 0. The student teacher ratio of GPS JHALON KA DHUNDA MANDALGARH is 61.00000. The student classroom ratio of GPS JHALON KA DHUNDA is 31.00000. The pass percentage of GPS JHALON KA DHUNDA is 0.00000. The percentage of students who scored first class in GPS JHALON KA DHUNDA is 0.00000.
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