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GLM SCHOOL BYAWRA HOSHANGABAD
Schools world Rating: 1.2/5
Area : | BIORA, HOSHANGABAD |
District : | HOSHANGABAD |
State : | MADHYA PRADESH |
Pincode : | 461111 |
Established in Year : | 2001 |
Management : | Pvt. Unaided |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 144 |
|
School Category : | U. Prim. + Sec/H.Sec |
Residential: | No
, Not Applicable |
No of Teachers: | 15 |
No of non teaching staff: | 0 |
No of class rooms: | 10 |
No of non-class rooms: | 2 |
No of black boards: | 8 |
Library: | No
, No of books: 300
|
No of computers: | 3 |
Student Teacher Ratio: | 10 |
Student Classroom Ratio: | 14 |
Description:
The school GLM SCHOOL BYAWRA is located in the area BIORA of HOSHANGABAD. GLM SCHOOL BYAWRA is in the HOSHANGABAD district of MADHYA PRADESH state. pincode is 461111. GLM SCHOOL BYAWRA HOSHANGABAD was establised in the year 2001. The management of GLM SCHOOL BYAWRA is Pvt. Unaided. GLM SCHOOL BYAWRA is a U. Prim. + Sec/H.Sec school. The coeducation status of GLM SCHOOL BYAWRA is Co-Educational. The residential status of GLM SCHOOL BYAWRA is No. and the residential type of GLM SCHOOL BYAWRA is Not Applicable. The total number of students in GLM SCHOOL BYAWRA HOSHANGABAD is 144. The total number of teachers in GLM SCHOOL BYAWRA HOSHANGABAD is 15. The total number of non teaching staff in GLM SCHOOL BYAWRA is 0. The medium of instruction in GLM SCHOOL BYAWRA is Hindi. The total number of class rooms in GLM SCHOOL BYAWRA is 10. The total number of other rooms in GLM SCHOOL BYAWRA is 2. The total number of black boards in GLM SCHOOL BYAWRA is 8. The total number of books in the library of GLM SCHOOL BYAWRA is 300. The total number of computers in GLM SCHOOL BYAWRA HOSHANGABAD is 3. The student teacher ratio of GLM SCHOOL BYAWRA HOSHANGABAD is 10.00000. The student classroom ratio of GLM SCHOOL BYAWRA is 14.00000. The pass percentage of GLM SCHOOL BYAWRA is 0.00000. The percentage of students who scored first class in GLM SCHOOL BYAWRA is 0.00000.
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