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MS SUBKHAR WARD-3 DINDORI
Schools world Rating: 0.9/5
Area : | WARD NO. 3, DINDORI |
District : | DINDORI |
State : | MADHYA PRADESH |
Pincode : | 481880 |
Established in Year : | 1992 |
Management : | T/Social Welfare Dept. |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 169 |
|
School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 5 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 2 |
No of black boards: | 10 |
Library: | Yes
, No of books: 54
|
No of computers: | 0 |
Student Teacher Ratio: | 34 |
Student Classroom Ratio: | 56 |
Pass Percentage: | 100 |
Description:
The school MS SUBKHAR WARD-3 is located in the area WARD NO. 3 of DINDORI. MS SUBKHAR WARD-3 is in the DINDORI district of MADHYA PRADESH state. pincode is 481880. MS SUBKHAR WARD-3 DINDORI was establised in the year 1992. The management of MS SUBKHAR WARD-3 is T/Social Welfare Dept.. MS SUBKHAR WARD-3 is a Upper P. only school. The coeducation status of MS SUBKHAR WARD-3 is Co-Educational. The residential status of MS SUBKHAR WARD-3 is No. and the residential type of MS SUBKHAR WARD-3 is Not Applicable. The total number of students in MS SUBKHAR WARD-3 DINDORI is 169. The total number of teachers in MS SUBKHAR WARD-3 DINDORI is 5. The total number of non teaching staff in MS SUBKHAR WARD-3 is 0. The medium of instruction in MS SUBKHAR WARD-3 is Hindi. The total number of class rooms in MS SUBKHAR WARD-3 is 3. The total number of other rooms in MS SUBKHAR WARD-3 is 2. The total number of black boards in MS SUBKHAR WARD-3 is 10. The total number of books in the library of MS SUBKHAR WARD-3 is 54. The total number of computers in MS SUBKHAR WARD-3 DINDORI is 0. The student teacher ratio of MS SUBKHAR WARD-3 DINDORI is 34.00000. The student classroom ratio of MS SUBKHAR WARD-3 is 56.00000. The pass percentage of MS SUBKHAR WARD-3 is 100.00000. The percentage of students who scored first class in MS SUBKHAR WARD-3 is 0.00000.
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