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GPS BEECH KA KHERA BALDEWGARH
Schools world Rating: 0.1/5
Area : | BRISHBHANPURA, BALDEWGARH |
District : | TIKAMGARH |
State : | MADHYA PRADESH |
Pincode : | 472111 |
Established in Year : | 1995 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 60 |
|
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: | 2 |
No of black boards: | 4 |
Library: | No
, No of books: 250
|
No of computers: | 0 |
Student Teacher Ratio: | 30 |
Student Classroom Ratio: | 30 |
Description:
The school GPS BEECH KA KHERA is located in the area BRISHBHANPURA of BALDEWGARH. GPS BEECH KA KHERA is in the TIKAMGARH district of MADHYA PRADESH state. pincode is 472111. GPS BEECH KA KHERA BALDEWGARH was establised in the year 1995. The management of GPS BEECH KA KHERA is Dept. of Education. GPS BEECH KA KHERA is a Primary only school. The coeducation status of GPS BEECH KA KHERA is Co-Educational. The residential status of GPS BEECH KA KHERA is No. and the residential type of GPS BEECH KA KHERA is Not Applicable. The total number of students in GPS BEECH KA KHERA BALDEWGARH is 60. The total number of teachers in GPS BEECH KA KHERA BALDEWGARH is 2. The total number of non teaching staff in GPS BEECH KA KHERA is 0. The medium of instruction in GPS BEECH KA KHERA is Hindi. The total number of class rooms in GPS BEECH KA KHERA is 2. The total number of other rooms in GPS BEECH KA KHERA is 2. The total number of black boards in GPS BEECH KA KHERA is 4. The total number of books in the library of GPS BEECH KA KHERA is 250. The total number of computers in GPS BEECH KA KHERA BALDEWGARH is 0. The student teacher ratio of GPS BEECH KA KHERA BALDEWGARH is 30.00000. The student classroom ratio of GPS BEECH KA KHERA is 30.00000. The pass percentage of GPS BEECH KA KHERA is 0.00000. The percentage of students who scored first class in GPS BEECH KA KHERA is 0.00000.
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