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PS DUNGRI JAKHA NARAYANBAGAR
Schools world Rating: 0.6/5
Area : | THIRODA GWAD, NARAYANBAGAR |
District : | CHAMOLI |
State : | UTTARANCHAL |
Pincode : | 246455 |
Established in Year : | 1946 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 20 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 0 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 1 |
No of black boards: | 4 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 20 |
Student Classroom Ratio: | 7 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 100 |
Description:
The school PS DUNGRI JAKHA is located in the area THIRODA GWAD of NARAYANBAGAR. PS DUNGRI JAKHA is in the CHAMOLI district of UTTARANCHAL state. pincode is 246455. PS DUNGRI JAKHA NARAYANBAGAR was establised in the year 1946. The management of PS DUNGRI JAKHA is Dept. of Education. PS DUNGRI JAKHA is a Primary only school. The coeducation status of PS DUNGRI JAKHA is Co-Educational. The residential status of PS DUNGRI JAKHA is No. and the residential type of PS DUNGRI JAKHA is Not Applicable. The total number of students in PS DUNGRI JAKHA NARAYANBAGAR is 20. The total number of teachers in PS DUNGRI JAKHA NARAYANBAGAR is 0. The total number of non teaching staff in PS DUNGRI JAKHA is 0. The medium of instruction in PS DUNGRI JAKHA is Hindi. The total number of class rooms in PS DUNGRI JAKHA is 3. The total number of other rooms in PS DUNGRI JAKHA is 1. The total number of black boards in PS DUNGRI JAKHA is 4. The total number of books in the library of PS DUNGRI JAKHA is 0. The total number of computers in PS DUNGRI JAKHA NARAYANBAGAR is 0. The student teacher ratio of PS DUNGRI JAKHA NARAYANBAGAR is 20.00000. The student classroom ratio of PS DUNGRI JAKHA is 7.00000. The pass percentage of PS DUNGRI JAKHA is 100.00000. The percentage of students who scored first class in PS DUNGRI JAKHA is 100.00000.
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