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MS MALDHA(SANGVAN) BEEJADANDI
Schools world Rating: 0.1/5
Area : | MALDHA, BEEJADANDI |
District : | MANDLA |
State : | MADHYA PRADESH |
Pincode : | 481662 |
Established in Year : | 1972 |
Management : | T/Social Welfare Dept. |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Others
| Total no of students: | 59 |
|
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: | 4 |
Library: | Yes
, No of books: 135
|
No of computers: | 0 |
Student Teacher Ratio: | 20 |
Student Classroom Ratio: | 20 |
Description:
The school MS MALDHA(SANGVAN) is located in the area MALDHA of BEEJADANDI. MS MALDHA(SANGVAN) is in the MANDLA district of MADHYA PRADESH state. pincode is 481662. MS MALDHA(SANGVAN) BEEJADANDI was establised in the year 1972. The management of MS MALDHA(SANGVAN) is T/Social Welfare Dept.. MS MALDHA(SANGVAN) is a Upper P. only school. The coeducation status of MS MALDHA(SANGVAN) is Co-Educational. The residential status of MS MALDHA(SANGVAN) is No. and the residential type of MS MALDHA(SANGVAN) is Not Applicable. The total number of students in MS MALDHA(SANGVAN) BEEJADANDI is 59. The total number of teachers in MS MALDHA(SANGVAN) BEEJADANDI is 3. The total number of non teaching staff in MS MALDHA(SANGVAN) is 0. The medium of instruction in MS MALDHA(SANGVAN) is Hindi. The total number of class rooms in MS MALDHA(SANGVAN) is 3. The total number of other rooms in MS MALDHA(SANGVAN) is 0. The total number of black boards in MS MALDHA(SANGVAN) is 4. The total number of books in the library of MS MALDHA(SANGVAN) is 135. The total number of computers in MS MALDHA(SANGVAN) BEEJADANDI is 0. The student teacher ratio of MS MALDHA(SANGVAN) BEEJADANDI is 20.00000. The student classroom ratio of MS MALDHA(SANGVAN) is 20.00000. The pass percentage of MS MALDHA(SANGVAN) is 0.00000. The percentage of students who scored first class in MS MALDHA(SANGVAN) is 0.00000.
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