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M.S. BARDIYA GOYAL JAORA
Schools world Rating: 0.2/5
Area : | BARDIYA GOYAL, JAORA |
District : | RATLAM |
State : | MADHYA PRADESH |
Pincode : | 457118 |
Established in Year : | 1972 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 146 |
|
School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 3 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 0 |
No of black boards: | 3 |
Library: | Yes
, No of books: 50
|
No of computers: | 0 |
Student Teacher Ratio: | 49 |
Student Classroom Ratio: | 49 |
Pass Percentage: | 100 |
Description:
The school M.S. BARDIYA GOYAL is located in the area BARDIYA GOYAL of JAORA. M.S. BARDIYA GOYAL is in the RATLAM district of MADHYA PRADESH state. pincode is 457118. M.S. BARDIYA GOYAL JAORA was establised in the year 1972. The management of M.S. BARDIYA GOYAL is Dept. of Education. M.S. BARDIYA GOYAL is a Upper P. only school. The coeducation status of M.S. BARDIYA GOYAL is Co-Educational. The residential status of M.S. BARDIYA GOYAL is No. and the residential type of M.S. BARDIYA GOYAL is Not Applicable. The total number of students in M.S. BARDIYA GOYAL JAORA is 146. The total number of teachers in M.S. BARDIYA GOYAL JAORA is 3. The total number of non teaching staff in M.S. BARDIYA GOYAL is 0. The medium of instruction in M.S. BARDIYA GOYAL is Hindi. The total number of class rooms in M.S. BARDIYA GOYAL is 3. The total number of other rooms in M.S. BARDIYA GOYAL is 0. The total number of black boards in M.S. BARDIYA GOYAL is 3. The total number of books in the library of M.S. BARDIYA GOYAL is 50. The total number of computers in M.S. BARDIYA GOYAL JAORA is 0. The student teacher ratio of M.S. BARDIYA GOYAL JAORA is 49.00000. The student classroom ratio of M.S. BARDIYA GOYAL is 49.00000. The pass percentage of M.S. BARDIYA GOYAL is 100.00000. The percentage of students who scored first class in M.S. BARDIYA GOYAL is 0.00000.
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