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GPS LUDHIANA MOHALLA DHARIWAL
Schools world Rating: 0.1/5
Area : | LUDHIAN MOHALLA, DHARIWAL |
District : | GURDASPUR |
State : | PUNJAB |
Pincode : | 143519 |
Established in Year : | 1992 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Punjabi
| Total no of students: | 83 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 3 |
No of black boards: | 4 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 17 |
Student Classroom Ratio: | 42 |
Description:
The school GPS LUDHIANA MOHALLA is located in the area LUDHIAN MOHALLA of DHARIWAL. GPS LUDHIANA MOHALLA is in the GURDASPUR district of PUNJAB state. pincode is 143519. GPS LUDHIANA MOHALLA DHARIWAL was establised in the year 1992. The management of GPS LUDHIANA MOHALLA is Dept. of Education. GPS LUDHIANA MOHALLA is a Primary only school. The coeducation status of GPS LUDHIANA MOHALLA is Co-Educational. The residential status of GPS LUDHIANA MOHALLA is No. and the residential type of GPS LUDHIANA MOHALLA is Not Applicable. The total number of students in GPS LUDHIANA MOHALLA DHARIWAL is 83. The total number of teachers in GPS LUDHIANA MOHALLA DHARIWAL is 1. The total number of non teaching staff in GPS LUDHIANA MOHALLA is 0. The medium of instruction in GPS LUDHIANA MOHALLA is Punjabi. The total number of class rooms in GPS LUDHIANA MOHALLA is 2. The total number of other rooms in GPS LUDHIANA MOHALLA is 3. The total number of black boards in GPS LUDHIANA MOHALLA is 4. The total number of books in the library of GPS LUDHIANA MOHALLA is 0. The total number of computers in GPS LUDHIANA MOHALLA DHARIWAL is 0. The student teacher ratio of GPS LUDHIANA MOHALLA DHARIWAL is 17.00000. The student classroom ratio of GPS LUDHIANA MOHALLA is 42.00000. The pass percentage of GPS LUDHIANA MOHALLA is 0.00000. The percentage of students who scored first class in GPS LUDHIANA MOHALLA is 0.00000.
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