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GAMARI PRIMARY SCHOOL VYARA
Schools world Rating: 0/5
Area : | KATASHVAN, VYARA |
District : | TAPI |
State : | GUJARAT |
Pincode : | 394650 |
Established in Year : | 1960 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Gujarati
, Gujarati
, Gujarati
| Total no of students: | 59 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 0 |
No of non-class rooms: | 0 |
No of black boards: | 6 |
Library: | No
, No of books: 36
|
No of computers: | 0 |
Student Teacher Ratio: | 30 |
Student Classroom Ratio: | 0 |
Description:
The school GAMARI PRIMARY SCHOOL is located in the area KATASHVAN of VYARA. GAMARI PRIMARY SCHOOL is in the TAPI district of GUJARAT state. pincode is 394650. GAMARI PRIMARY SCHOOL VYARA was establised in the year 1960. The management of GAMARI PRIMARY SCHOOL is Local Body. GAMARI PRIMARY SCHOOL is a Primary only school. The coeducation status of GAMARI PRIMARY SCHOOL is Co-Educational. The residential status of GAMARI PRIMARY SCHOOL is No. and the residential type of GAMARI PRIMARY SCHOOL is Not Applicable. The total number of students in GAMARI PRIMARY SCHOOL VYARA is 59. The total number of teachers in GAMARI PRIMARY SCHOOL VYARA is 2. The total number of non teaching staff in GAMARI PRIMARY SCHOOL is 0. The medium of instruction in GAMARI PRIMARY SCHOOL is Gujarati. The total number of class rooms in GAMARI PRIMARY SCHOOL is 0. The total number of other rooms in GAMARI PRIMARY SCHOOL is 0. The total number of black boards in GAMARI PRIMARY SCHOOL is 6. The total number of books in the library of GAMARI PRIMARY SCHOOL is 36. The total number of computers in GAMARI PRIMARY SCHOOL VYARA is 0. The student teacher ratio of GAMARI PRIMARY SCHOOL VYARA is 30.00000. The student classroom ratio of GAMARI PRIMARY SCHOOL is 0.00000. The pass percentage of GAMARI PRIMARY SCHOOL is 0.00000. The percentage of students who scored first class in GAMARI PRIMARY SCHOOL is 0.00000.
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