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GPS KHERI MUSALMANIA PATIALA
Schools world Rating: 0.1/5
Area : | KHERI MUSALMANIA, PATIALA |
District : | PATIALA |
State : | PUNJAB |
Pincode : | 147001 |
Established in Year : | 1955 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Punjabi
| Total no of students: | 46 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 0 |
No of black boards: | 4 |
Library: | No
|
No of computers: | 0 |
Student Teacher Ratio: | 23 |
Student Classroom Ratio: | 23 |
Pass Percentage: | 100 |
Description:
The school GPS KHERI MUSALMANIA is located in the area KHERI MUSALMANIA of PATIALA. GPS KHERI MUSALMANIA is in the PATIALA district of PUNJAB state. pincode is 147001. GPS KHERI MUSALMANIA PATIALA was establised in the year 1955. The management of GPS KHERI MUSALMANIA is Local Body. GPS KHERI MUSALMANIA is a Primary only school. The coeducation status of GPS KHERI MUSALMANIA is Co-Educational. The residential status of GPS KHERI MUSALMANIA is No. and the residential type of GPS KHERI MUSALMANIA is Not Applicable. The total number of students in GPS KHERI MUSALMANIA PATIALA is 46. The total number of teachers in GPS KHERI MUSALMANIA PATIALA is 2. The total number of non teaching staff in GPS KHERI MUSALMANIA is 0. The medium of instruction in GPS KHERI MUSALMANIA is Punjabi. The total number of class rooms in GPS KHERI MUSALMANIA is 2. The total number of other rooms in GPS KHERI MUSALMANIA is 0. The total number of black boards in GPS KHERI MUSALMANIA is 4. The total number of books in the library of GPS KHERI MUSALMANIA is 0. The total number of computers in GPS KHERI MUSALMANIA PATIALA is 0. The student teacher ratio of GPS KHERI MUSALMANIA PATIALA is 23.00000. The student classroom ratio of GPS KHERI MUSALMANIA is 23.00000. The pass percentage of GPS KHERI MUSALMANIA is 100.00000. The percentage of students who scored first class in GPS KHERI MUSALMANIA is 0.00000.
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