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J.H.S.NAGLA TALPHI BAROLI AHEER
Schools world Rating: 0.1/5
Area : | NAGLA TALPHI, BAROLI AHEER |
District : | AGRA |
State : | UTTAR PRADESH |
Pincode : | 282001 |
Established in Year : | 2006 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 53 |
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School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 3 |
No of non teaching staff: | 0 |
No of class rooms: | 4 |
No of non-class rooms: | 1 |
No of black boards: | 4 |
Library: | No
, No of books: 70
|
No of computers: | 0 |
Student Teacher Ratio: | 18 |
Student Classroom Ratio: | 13 |
Description:
The school J.H.S.NAGLA TALPHI is located in the area NAGLA TALPHI of BAROLI AHEER. J.H.S.NAGLA TALPHI is in the AGRA district of UTTAR PRADESH state. pincode is 282001. J.H.S.NAGLA TALPHI BAROLI AHEER was establised in the year 2006. The management of J.H.S.NAGLA TALPHI is Dept. of Education. J.H.S.NAGLA TALPHI is a Upper P. only school. The coeducation status of J.H.S.NAGLA TALPHI is Co-Educational. The residential status of J.H.S.NAGLA TALPHI is No. and the residential type of J.H.S.NAGLA TALPHI is Not Applicable. The total number of students in J.H.S.NAGLA TALPHI BAROLI AHEER is 53. The total number of teachers in J.H.S.NAGLA TALPHI BAROLI AHEER is 3. The total number of non teaching staff in J.H.S.NAGLA TALPHI is 0. The medium of instruction in J.H.S.NAGLA TALPHI is Hindi. The total number of class rooms in J.H.S.NAGLA TALPHI is 4. The total number of other rooms in J.H.S.NAGLA TALPHI is 1. The total number of black boards in J.H.S.NAGLA TALPHI is 4. The total number of books in the library of J.H.S.NAGLA TALPHI is 70. The total number of computers in J.H.S.NAGLA TALPHI BAROLI AHEER is 0. The student teacher ratio of J.H.S.NAGLA TALPHI BAROLI AHEER is 18.00000. The student classroom ratio of J.H.S.NAGLA TALPHI is 13.00000. The pass percentage of J.H.S.NAGLA TALPHI is 0.00000. The percentage of students who scored first class in J.H.S.NAGLA TALPHI is 0.00000.
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