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GPS KHEJRAMAFI JAISINAGAR
Schools world Rating: 0.5/5
Area : | KHEJRAMAFI, JAISINAGAR |
District : | SAGAR |
State : | MADHYA PRADESH |
Pincode : | 470051 |
Established in Year : | 1971 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 96 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 0 |
No of black boards: | 2 |
Library: | Yes
, No of books: 192
|
No of computers: | 0 |
Student Teacher Ratio: | 48 |
Student Classroom Ratio: | 32 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 66.67 |
Description:
The school GPS KHEJRAMAFI is located in the area KHEJRAMAFI of JAISINAGAR. GPS KHEJRAMAFI is in the SAGAR district of MADHYA PRADESH state. pincode is 470051. GPS KHEJRAMAFI JAISINAGAR was establised in the year 1971. The management of GPS KHEJRAMAFI is Dept. of Education. GPS KHEJRAMAFI is a Primary only school. The coeducation status of GPS KHEJRAMAFI is Co-Educational. The residential status of GPS KHEJRAMAFI is No. and the residential type of GPS KHEJRAMAFI is Not Applicable. The total number of students in GPS KHEJRAMAFI JAISINAGAR is 96. The total number of teachers in GPS KHEJRAMAFI JAISINAGAR is 2. The total number of non teaching staff in GPS KHEJRAMAFI is 0. The medium of instruction in GPS KHEJRAMAFI is Hindi. The total number of class rooms in GPS KHEJRAMAFI is 3. The total number of other rooms in GPS KHEJRAMAFI is 0. The total number of black boards in GPS KHEJRAMAFI is 2. The total number of books in the library of GPS KHEJRAMAFI is 192. The total number of computers in GPS KHEJRAMAFI JAISINAGAR is 0. The student teacher ratio of GPS KHEJRAMAFI JAISINAGAR is 48.00000. The student classroom ratio of GPS KHEJRAMAFI is 32.00000. The pass percentage of GPS KHEJRAMAFI is 100.00000. The percentage of students who scored first class in GPS KHEJRAMAFI is 66.67000.
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