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GMS PIPRIYA KHURD KESLA
Schools world Rating: 0.1/5
Area : | PIPRIYA KHURD, KESLA |
District : | HOSHANGABAD |
State : | MADHYA PRADESH |
Pincode : | 461111 |
Established in Year : | 1999 |
Management : | T/Social Welfare Dept. |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 131 |
|
School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 1 |
No of black boards: | 4 |
Library: | Yes
, No of books: 302
|
No of computers: | 0 |
Student Teacher Ratio: | 131 |
Student Classroom Ratio: | 44 |
Pass Percentage: | 100 |
Description:
The school GMS PIPRIYA KHURD is located in the area PIPRIYA KHURD of KESLA. GMS PIPRIYA KHURD is in the HOSHANGABAD district of MADHYA PRADESH state. pincode is 461111. GMS PIPRIYA KHURD KESLA was establised in the year 1999. The management of GMS PIPRIYA KHURD is T/Social Welfare Dept.. GMS PIPRIYA KHURD is a Upper P. only school. The coeducation status of GMS PIPRIYA KHURD is Co-Educational. The residential status of GMS PIPRIYA KHURD is No. and the residential type of GMS PIPRIYA KHURD is Not Applicable. The total number of students in GMS PIPRIYA KHURD KESLA is 131. The total number of teachers in GMS PIPRIYA KHURD KESLA is 1. The total number of non teaching staff in GMS PIPRIYA KHURD is 0. The medium of instruction in GMS PIPRIYA KHURD is Hindi. The total number of class rooms in GMS PIPRIYA KHURD is 3. The total number of other rooms in GMS PIPRIYA KHURD is 1. The total number of black boards in GMS PIPRIYA KHURD is 4. The total number of books in the library of GMS PIPRIYA KHURD is 302. The total number of computers in GMS PIPRIYA KHURD KESLA is 0. The student teacher ratio of GMS PIPRIYA KHURD KESLA is 131.00000. The student classroom ratio of GMS PIPRIYA KHURD is 44.00000. The pass percentage of GMS PIPRIYA KHURD is 100.00000. The percentage of students who scored first class in GMS PIPRIYA KHURD is 0.00000.
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