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GPS KALENDI KALAN UDAIPURA
Schools world Rating: 0.1/5
Area : | KALENDI KALAN, UDAIPURA |
District : | RAISEN |
State : | MADHYA PRADESH |
Pincode : | 464770 |
Established in Year : | 1956 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 58 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 3 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 2 |
No of black boards: | 4 |
Library: | Yes
, No of books: 450
|
No of computers: | 0 |
Student Teacher Ratio: | 19 |
Student Classroom Ratio: | 29 |
Pass Percentage: | 100 |
Description:
The school GPS KALENDI KALAN is located in the area KALENDI KALAN of UDAIPURA. GPS KALENDI KALAN is in the RAISEN district of MADHYA PRADESH state. pincode is 464770. GPS KALENDI KALAN UDAIPURA was establised in the year 1956. The management of GPS KALENDI KALAN is Dept. of Education. GPS KALENDI KALAN is a Primary only school. The coeducation status of GPS KALENDI KALAN is Co-Educational. The residential status of GPS KALENDI KALAN is No. and the residential type of GPS KALENDI KALAN is Not Applicable. The total number of students in GPS KALENDI KALAN UDAIPURA is 58. The total number of teachers in GPS KALENDI KALAN UDAIPURA is 3. The total number of non teaching staff in GPS KALENDI KALAN is 0. The medium of instruction in GPS KALENDI KALAN is Hindi. The total number of class rooms in GPS KALENDI KALAN is 2. The total number of other rooms in GPS KALENDI KALAN is 2. The total number of black boards in GPS KALENDI KALAN is 4. The total number of books in the library of GPS KALENDI KALAN is 450. The total number of computers in GPS KALENDI KALAN UDAIPURA is 0. The student teacher ratio of GPS KALENDI KALAN UDAIPURA is 19.00000. The student classroom ratio of GPS KALENDI KALAN is 29.00000. The pass percentage of GPS KALENDI KALAN is 100.00000. The percentage of students who scored first class in GPS KALENDI KALAN is 0.00000.
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