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GOVT.P.S. PAKRI PARA MAHESH PUR
Schools world Rating: 0.1/5
Area : | PAKRI PARA, MAHESH PUR |
District : | PAKAUR |
State : | JHARKHAND |
Pincode : | 816106 |
Established in Year : | 1968 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 53 |
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School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
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 computers: | 0 |
Student Teacher Ratio: | 27 |
Student Classroom Ratio: | 11 |
Description:
The school GOVT.P.S. PAKRI PARA is located in the area PAKRI PARA of MAHESH PUR. GOVT.P.S. PAKRI PARA is in the PAKAUR district of JHARKHAND state. pincode is 816106. GOVT.P.S. PAKRI PARA MAHESH PUR was establised in the year 1968. The management of GOVT.P.S. PAKRI PARA is Dept. of Education. GOVT.P.S. PAKRI PARA is a Primary only school. The coeducation status of GOVT.P.S. PAKRI PARA is Co-Educational. The residential status of GOVT.P.S. PAKRI PARA is No. and the residential type of GOVT.P.S. PAKRI PARA is Not Applicable. The total number of students in GOVT.P.S. PAKRI PARA MAHESH PUR is 53. The total number of teachers in GOVT.P.S. PAKRI PARA MAHESH PUR is 1. The total number of non teaching staff in GOVT.P.S. PAKRI PARA is 0. The medium of instruction in GOVT.P.S. PAKRI PARA is Hindi. The total number of class rooms in GOVT.P.S. PAKRI PARA is 5. The total number of other rooms in GOVT.P.S. PAKRI PARA is 1. The total number of black boards in GOVT.P.S. PAKRI PARA is 5. The total number of books in the library of GOVT.P.S. PAKRI PARA is 0. The total number of computers in GOVT.P.S. PAKRI PARA MAHESH PUR is 0. The student teacher ratio of GOVT.P.S. PAKRI PARA MAHESH PUR is 27.00000. The student classroom ratio of GOVT.P.S. PAKRI PARA is 11.00000. The pass percentage of GOVT.P.S. PAKRI PARA is 0.00000. The percentage of students who scored first class in GOVT.P.S. PAKRI PARA is 0.00000.
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