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MS RAH SALYOTE CHOWKI CHOURA
Schools world Rating: 0.3/5
Area : | RAH, CHOWKI CHOURA |
District : | JAMMU |
State : | JAMMU & KASHMIR |
Pincode : | 185153 |
Established in Year : | 1964 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 70 |
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School Category : | P. with U.Primary |
Residential: | No
, Not Applicable |
No of Teachers: | 6 |
No of non teaching staff: | 0 |
No of class rooms: | 5 |
No of non-class rooms: | 1 |
No of black boards: | 5 |
Library: | Yes
, No of books: 584
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No of computers: | 0 |
Student Teacher Ratio: | 12 |
Student Classroom Ratio: | 14 |
Pass Percentage: | 92 |
Percentage of students who scored first class: | 16.67 |
Description:
The school MS RAH SALYOTE is located in the area RAH of CHOWKI CHOURA. MS RAH SALYOTE is in the JAMMU district of JAMMU & KASHMIR state. pincode is 185153. MS RAH SALYOTE CHOWKI CHOURA was establised in the year 1964. The management of MS RAH SALYOTE is Dept. of Education. MS RAH SALYOTE is a P. with U.Primary school. The coeducation status of MS RAH SALYOTE is Co-Educational. The residential status of MS RAH SALYOTE is No. and the residential type of MS RAH SALYOTE is Not Applicable. The total number of students in MS RAH SALYOTE CHOWKI CHOURA is 70. The total number of teachers in MS RAH SALYOTE CHOWKI CHOURA is 6. The total number of non teaching staff in MS RAH SALYOTE is 0. The medium of instruction in MS RAH SALYOTE is Hindi. The total number of class rooms in MS RAH SALYOTE is 5. The total number of other rooms in MS RAH SALYOTE is 1. The total number of black boards in MS RAH SALYOTE is 5. The total number of books in the library of MS RAH SALYOTE is 584. The total number of computers in MS RAH SALYOTE CHOWKI CHOURA is 0. The student teacher ratio of MS RAH SALYOTE CHOWKI CHOURA is 12.00000. The student classroom ratio of MS RAH SALYOTE is 14.00000. The pass percentage of MS RAH SALYOTE is 92.00000. The percentage of students who scored first class in MS RAH SALYOTE is 16.67000.
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