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GOVT MS PIPRA (URDU) GARHWA
Schools world Rating: 0.3/5
Area : | PIPRA, GARHWA |
District : | GARHWA |
State : | JHARKHAND |
Pincode : | 822114 |
Established in Year : | 1939 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Urdu
| Total no of students: | 345 |
|
School Category : | P. with U.Primary |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 2 |
No of class rooms: | 5 |
No of non-class rooms: | 2 |
No of black boards: | 4 |
Library: | Yes
, No of books: 123
|
No of computers: | 0 |
Student Teacher Ratio: | 69 |
Student Classroom Ratio: | 69 |
Description:
The school GOVT MS PIPRA (URDU) is located in the area PIPRA of GARHWA. GOVT MS PIPRA (URDU) is in the GARHWA district of JHARKHAND state. pincode is 822114. GOVT MS PIPRA (URDU) GARHWA was establised in the year 1939. The management of GOVT MS PIPRA (URDU) is Dept. of Education. GOVT MS PIPRA (URDU) is a P. with U.Primary school. The coeducation status of GOVT MS PIPRA (URDU) is Co-Educational. The residential status of GOVT MS PIPRA (URDU) is No. and the residential type of GOVT MS PIPRA (URDU) is Not Applicable. The total number of students in GOVT MS PIPRA (URDU) GARHWA is 345. The total number of teachers in GOVT MS PIPRA (URDU) GARHWA is 1. The total number of non teaching staff in GOVT MS PIPRA (URDU) is 2. The medium of instruction in GOVT MS PIPRA (URDU) is Hindi. The total number of class rooms in GOVT MS PIPRA (URDU) is 5. The total number of other rooms in GOVT MS PIPRA (URDU) is 2. The total number of black boards in GOVT MS PIPRA (URDU) is 4. The total number of books in the library of GOVT MS PIPRA (URDU) is 123. The total number of computers in GOVT MS PIPRA (URDU) GARHWA is 0. The student teacher ratio of GOVT MS PIPRA (URDU) GARHWA is 69.00000. The student classroom ratio of GOVT MS PIPRA (URDU) is 69.00000. The pass percentage of GOVT MS PIPRA (URDU) is 0.00000. The percentage of students who scored first class in GOVT MS PIPRA (URDU) is 0.00000.
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