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GPS MAHIMA SINGHWALA PAKHOWAL
Schools world Rating: 0.2/5
Area : | MAHIMA SINGHWALA, PAKHOWAL |
District : | LUDHIANA |
State : | PUNJAB |
Pincode : | 141203 |
Established in Year : | 1926 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Punjabi
| Total no of students: | 81 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 3 |
No of non teaching staff: | 0 |
No of class rooms: | 5 |
No of non-class rooms: | 0 |
No of black boards: | 7 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 27 |
Student Classroom Ratio: | 16 |
Description:
The school GPS MAHIMA SINGHWALA is located in the area MAHIMA SINGHWALA of PAKHOWAL. GPS MAHIMA SINGHWALA is in the LUDHIANA district of PUNJAB state. pincode is 141203. GPS MAHIMA SINGHWALA PAKHOWAL was establised in the year 1926. The management of GPS MAHIMA SINGHWALA is Dept. of Education. GPS MAHIMA SINGHWALA is a Primary only school. The coeducation status of GPS MAHIMA SINGHWALA is Co-Educational. The residential status of GPS MAHIMA SINGHWALA is No. and the residential type of GPS MAHIMA SINGHWALA is Not Applicable. The total number of students in GPS MAHIMA SINGHWALA PAKHOWAL is 81. The total number of teachers in GPS MAHIMA SINGHWALA PAKHOWAL is 3. The total number of non teaching staff in GPS MAHIMA SINGHWALA is 0. The medium of instruction in GPS MAHIMA SINGHWALA is Punjabi. The total number of class rooms in GPS MAHIMA SINGHWALA is 5. The total number of other rooms in GPS MAHIMA SINGHWALA is 0. The total number of black boards in GPS MAHIMA SINGHWALA is 7. The total number of books in the library of GPS MAHIMA SINGHWALA is 0. The total number of computers in GPS MAHIMA SINGHWALA PAKHOWAL is 0. The student teacher ratio of GPS MAHIMA SINGHWALA PAKHOWAL is 27.00000. The student classroom ratio of GPS MAHIMA SINGHWALA is 16.00000. The pass percentage of GPS MAHIMA SINGHWALA is 0.00000. The percentage of students who scored first class in GPS MAHIMA SINGHWALA is 0.00000.
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