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GPS PAINCHA WALI FAZILKA
Schools world Rating: 0.7/5
Area : | PAINCHA WALI, FAZILKA |
District : | FIROZPUR |
State : | PUNJAB |
Pincode : | 152123 |
Established in Year : | 1959 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Punjabi
| Total no of students: | 75 |
|
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: | 0 |
No of black boards: | 8 |
Library: | No
, No of books: 529
|
No of computers: | 0 |
Student Teacher Ratio: | 25 |
Student Classroom Ratio: | 38 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 100 |
Description:
The school GPS PAINCHA WALI is located in the area PAINCHA WALI of FAZILKA. GPS PAINCHA WALI is in the FIROZPUR district of PUNJAB state. pincode is 152123. GPS PAINCHA WALI FAZILKA was establised in the year 1959. The management of GPS PAINCHA WALI is Dept. of Education. GPS PAINCHA WALI is a Primary only school. The coeducation status of GPS PAINCHA WALI is Co-Educational. The residential status of GPS PAINCHA WALI is No. and the residential type of GPS PAINCHA WALI is Not Applicable. The total number of students in GPS PAINCHA WALI FAZILKA is 75. The total number of teachers in GPS PAINCHA WALI FAZILKA is 3. The total number of non teaching staff in GPS PAINCHA WALI is 0. The medium of instruction in GPS PAINCHA WALI is Punjabi. The total number of class rooms in GPS PAINCHA WALI is 2. The total number of other rooms in GPS PAINCHA WALI is 0. The total number of black boards in GPS PAINCHA WALI is 8. The total number of books in the library of GPS PAINCHA WALI is 529. The total number of computers in GPS PAINCHA WALI FAZILKA is 0. The student teacher ratio of GPS PAINCHA WALI FAZILKA is 25.00000. The student classroom ratio of GPS PAINCHA WALI is 38.00000. The pass percentage of GPS PAINCHA WALI is 100.00000. The percentage of students who scored first class in GPS PAINCHA WALI is 100.00000.
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