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PRY. SCH. MAAN NAGLA BHARKHANI
Schools world Rating: 0.1/5
Area : | MANNAGLA, BHARKHANI |
District : | HARDOI |
State : | UTTAR PRADESH |
Pincode : | 241001 |
Established in Year : | 2004 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 125 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 4 |
No of non-class rooms: | 1 |
No of black boards: | 5 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 42 |
Student Classroom Ratio: | 31 |
Description:
The school PRY. SCH. MAAN NAGLA is located in the area MANNAGLA of BHARKHANI. PRY. SCH. MAAN NAGLA is in the HARDOI district of UTTAR PRADESH state. pincode is 241001. PRY. SCH. MAAN NAGLA BHARKHANI was establised in the year 2004. The management of PRY. SCH. MAAN NAGLA is Dept. of Education. PRY. SCH. MAAN NAGLA is a Primary only school. The coeducation status of PRY. SCH. MAAN NAGLA is Co-Educational. The residential status of PRY. SCH. MAAN NAGLA is No. and the residential type of PRY. SCH. MAAN NAGLA is Not Applicable. The total number of students in PRY. SCH. MAAN NAGLA BHARKHANI is 125. The total number of teachers in PRY. SCH. MAAN NAGLA BHARKHANI is 1. The total number of non teaching staff in PRY. SCH. MAAN NAGLA is 0. The medium of instruction in PRY. SCH. MAAN NAGLA is Hindi. The total number of class rooms in PRY. SCH. MAAN NAGLA is 4. The total number of other rooms in PRY. SCH. MAAN NAGLA is 1. The total number of black boards in PRY. SCH. MAAN NAGLA is 5. The total number of books in the library of PRY. SCH. MAAN NAGLA is 0. The total number of computers in PRY. SCH. MAAN NAGLA BHARKHANI is 0. The student teacher ratio of PRY. SCH. MAAN NAGLA BHARKHANI is 42.00000. The student classroom ratio of PRY. SCH. MAAN NAGLA is 31.00000. The pass percentage of PRY. SCH. MAAN NAGLA is 0.00000. The percentage of students who scored first class in PRY. SCH. MAAN NAGLA is 0.00000.
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