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Pana Paposiyan -II MCD
Schools world Rating: 0.9/5
Area : | 001-NARELA, MCD |
District : | NORTH WEST DELHI |
State : | DELHI |
Pincode : | 110040 |
Established in Year : | 1972 |
Management : | Local Body |
Coeducation: | Boys only |
Medium of Instruction: | Hindi
| Total no of students: | 268 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 7 |
No of non teaching staff: | 3 |
No of class rooms: | 5 |
No of non-class rooms: | 0 |
No of black boards: | 10 |
Library: | Yes
, No of books: 1258
|
No of computers: | 5 |
Student Teacher Ratio: | 38 |
Student Classroom Ratio: | 54 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 71.88 |
Description:
The school Pana Paposiyan -II is located in the area 001-NARELA of MCD. Pana Paposiyan -II is in the NORTH WEST DELHI district of DELHI state. pincode is 110040. Pana Paposiyan -II MCD was establised in the year 1972. The management of Pana Paposiyan -II is Local Body. Pana Paposiyan -II is a Primary only school. The coeducation status of Pana Paposiyan -II is Boys only. The residential status of Pana Paposiyan -II is No. and the residential type of Pana Paposiyan -II is Not Applicable. The total number of students in Pana Paposiyan -II MCD is 268. The total number of teachers in Pana Paposiyan -II MCD is 7. The total number of non teaching staff in Pana Paposiyan -II is 3. The medium of instruction in Pana Paposiyan -II is Hindi. The total number of class rooms in Pana Paposiyan -II is 5. The total number of other rooms in Pana Paposiyan -II is 0. The total number of black boards in Pana Paposiyan -II is 10. The total number of books in the library of Pana Paposiyan -II is 1258. The total number of computers in Pana Paposiyan -II MCD is 5. The student teacher ratio of Pana Paposiyan -II MCD is 38.00000. The student classroom ratio of Pana Paposiyan -II is 54.00000. The pass percentage of Pana Paposiyan -II is 100.00000. The percentage of students who scored first class in Pana Paposiyan -II is 71.88000.
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