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M T M PUBLIC SCHOOL VISRAKH
Schools world Rating: 1/5
Area : | GINJHOR, VISRAKH |
District : | GAUTAM BUDDHA NAGAR |
State : | UTTAR PRADESH |
Pincode : | 201305 |
Established in Year : | 2001 |
Management : | Pvt. Unaided |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, English
, Others
| Total no of students: | 147 |
|
School Category : | P. with U.Primary |
Residential: | No
, Not Applicable |
No of Teachers: | 6 |
No of non teaching staff: | 0 |
No of class rooms: | 6 |
No of non-class rooms: | 3 |
No of black boards: | 6 |
Library: | No
|
No of computers: | 1 |
Student Teacher Ratio: | 25 |
Student Classroom Ratio: | 25 |
Description:
The school M T M PUBLIC SCHOOL is located in the area GINJHOR of VISRAKH. M T M PUBLIC SCHOOL is in the GAUTAM BUDDHA NAGAR district of UTTAR PRADESH state. pincode is 201305. M T M PUBLIC SCHOOL VISRAKH was establised in the year 2001. The management of M T M PUBLIC SCHOOL is Pvt. Unaided. M T M PUBLIC SCHOOL is a P. with U.Primary school. The coeducation status of M T M PUBLIC SCHOOL is Co-Educational. The residential status of M T M PUBLIC SCHOOL is No. and the residential type of M T M PUBLIC SCHOOL is Not Applicable. The total number of students in M T M PUBLIC SCHOOL VISRAKH is 147. The total number of teachers in M T M PUBLIC SCHOOL VISRAKH is 6. The total number of non teaching staff in M T M PUBLIC SCHOOL is 0. The medium of instruction in M T M PUBLIC SCHOOL is Hindi. The total number of class rooms in M T M PUBLIC SCHOOL is 6. The total number of other rooms in M T M PUBLIC SCHOOL is 3. The total number of black boards in M T M PUBLIC SCHOOL is 6. The total number of books in the library of M T M PUBLIC SCHOOL is 0. The total number of computers in M T M PUBLIC SCHOOL VISRAKH is 1. The student teacher ratio of M T M PUBLIC SCHOOL VISRAKH is 25.00000. The student classroom ratio of M T M PUBLIC SCHOOL is 25.00000. The pass percentage of M T M PUBLIC SCHOOL is 0.00000. The percentage of students who scored first class in M T M PUBLIC SCHOOL is 0.00000.
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