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JAKAMARIPALLI P.S. DIGAPAHANDI
Schools world Rating: 0.2/5
Area : | JAKAMERI PALLI, DIGAPAHANDI |
District : | GANJAM |
State : | ORISSA |
Pincode : | 761055 |
Established in Year : | 1927 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Oriya
| Total no of students: | 239 |
|
School Category : | P. with U.Primary |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 4 |
No of non-class rooms: | 3 |
No of black boards: | 7 |
Library: | No
, No of books: 195
|
No of computers: | 0 |
Student Teacher Ratio: | 80 |
Student Classroom Ratio: | 60 |
Description:
The school JAKAMARIPALLI P.S. is located in the area JAKAMERI PALLI of DIGAPAHANDI. JAKAMARIPALLI P.S. is in the GANJAM district of ORISSA state. pincode is 761055. JAKAMARIPALLI P.S. DIGAPAHANDI was establised in the year 1927. The management of JAKAMARIPALLI P.S. is Dept. of Education. JAKAMARIPALLI P.S. is a P. with U.Primary school. The coeducation status of JAKAMARIPALLI P.S. is Co-Educational. The residential status of JAKAMARIPALLI P.S. is No. and the residential type of JAKAMARIPALLI P.S. is Not Applicable. The total number of students in JAKAMARIPALLI P.S. DIGAPAHANDI is 239. The total number of teachers in JAKAMARIPALLI P.S. DIGAPAHANDI is 1. The total number of non teaching staff in JAKAMARIPALLI P.S. is 0. The medium of instruction in JAKAMARIPALLI P.S. is Oriya. The total number of class rooms in JAKAMARIPALLI P.S. is 4. The total number of other rooms in JAKAMARIPALLI P.S. is 3. The total number of black boards in JAKAMARIPALLI P.S. is 7. The total number of books in the library of JAKAMARIPALLI P.S. is 195. The total number of computers in JAKAMARIPALLI P.S. DIGAPAHANDI is 0. The student teacher ratio of JAKAMARIPALLI P.S. DIGAPAHANDI is 80.00000. The student classroom ratio of JAKAMARIPALLI P.S. is 60.00000. The pass percentage of JAKAMARIPALLI P.S. is 0.00000. The percentage of students who scored first class in JAKAMARIPALLI P.S. is 0.00000.
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