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GPS JATAV BASTI TAROLI KARAULI
Schools world Rating: 0.1/5
Area : | TAROLI, KARAULI |
District : | KARAULI |
State : | RAJASTHAN |
Pincode : | 322241 |
Established in Year : | 1999 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 40 |
|
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: | 5 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 20 |
Student Classroom Ratio: | 20 |
Description:
The school GPS JATAV BASTI TAROLI is located in the area TAROLI of KARAULI. GPS JATAV BASTI TAROLI is in the KARAULI district of RAJASTHAN state. pincode is 322241. GPS JATAV BASTI TAROLI KARAULI was establised in the year 1999. The management of GPS JATAV BASTI TAROLI is Local Body. GPS JATAV BASTI TAROLI is a Primary only school. The coeducation status of GPS JATAV BASTI TAROLI is Co-Educational. The residential status of GPS JATAV BASTI TAROLI is No. and the residential type of GPS JATAV BASTI TAROLI is Not Applicable. The total number of students in GPS JATAV BASTI TAROLI KARAULI is 40. The total number of teachers in GPS JATAV BASTI TAROLI KARAULI is 2. The total number of non teaching staff in GPS JATAV BASTI TAROLI is 0. The medium of instruction in GPS JATAV BASTI TAROLI is Hindi. The total number of class rooms in GPS JATAV BASTI TAROLI is 2. The total number of other rooms in GPS JATAV BASTI TAROLI is 1. The total number of black boards in GPS JATAV BASTI TAROLI is 5. The total number of books in the library of GPS JATAV BASTI TAROLI is 0. The total number of computers in GPS JATAV BASTI TAROLI KARAULI is 0. The student teacher ratio of GPS JATAV BASTI TAROLI KARAULI is 20.00000. The student classroom ratio of GPS JATAV BASTI TAROLI is 20.00000. The pass percentage of GPS JATAV BASTI TAROLI is 0.00000. The percentage of students who scored first class in GPS JATAV BASTI TAROLI is 0.00000.
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