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Naraina Village-II MCD
Schools world Rating: 1.8/5
Area : | 151-INDER PURI, MCD |
District : | CENTRAL DELHI |
State : | DELHI |
Pincode : | 110028 |
Established in Year : | 1965 |
Management : | Local Body |
Coeducation: | Boys only |
Medium of Instruction: | Hindi
| Total no of students: | 547 |
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School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 12 |
No of non teaching staff: | 2 |
No of class rooms: | 26 |
No of non-class rooms: | 8 |
No of black boards: | 26 |
Library: | Yes
, No of books: 849
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No of computers: | 8 |
Student Teacher Ratio: | 46 |
Student Classroom Ratio: | 21 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 23.66 |
Description:
The school Naraina Village-II is located in the area 151-INDER PURI of MCD. Naraina Village-II is in the CENTRAL DELHI district of DELHI state. pincode is 110028. Naraina Village-II MCD was establised in the year 1965. The management of Naraina Village-II is Local Body. Naraina Village-II is a Primary only school. The coeducation status of Naraina Village-II is Boys only. The residential status of Naraina Village-II is No. and the residential type of Naraina Village-II is Not Applicable. The total number of students in Naraina Village-II MCD is 547. The total number of teachers in Naraina Village-II MCD is 12. The total number of non teaching staff in Naraina Village-II is 2. The medium of instruction in Naraina Village-II is Hindi. The total number of class rooms in Naraina Village-II is 26. The total number of other rooms in Naraina Village-II is 8. The total number of black boards in Naraina Village-II is 26. The total number of books in the library of Naraina Village-II is 849. The total number of computers in Naraina Village-II MCD is 8. The student teacher ratio of Naraina Village-II MCD is 46.00000. The student classroom ratio of Naraina Village-II is 21.00000. The pass percentage of Naraina Village-II is 100.00000. The percentage of students who scored first class in Naraina Village-II is 23.66000.
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