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Tikri Kalan - Boys MCD
Schools world Rating: 2/5
Area : | 030-MUNDKA, MCD |
District : | SOUTH WEST DELHI |
State : | DELHI |
Pincode : | 110041 |
Established in Year : | 1959 |
Management : | Local Body |
Coeducation: | Boys only |
Medium of Instruction: | Hindi
| Total no of students: | 976 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 21 |
No of non teaching staff: | 4 |
No of class rooms: | 16 |
No of non-class rooms: | 1 |
No of black boards: | 18 |
Library: | Yes
, No of books: 904
|
No of computers: | 0 |
Student Teacher Ratio: | 46 |
Student Classroom Ratio: | 61 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 86.27 |
Description:
The school Tikri Kalan - Boys is located in the area 030-MUNDKA of MCD. Tikri Kalan - Boys is in the SOUTH WEST DELHI district of DELHI state. pincode is 110041. Tikri Kalan - Boys MCD was establised in the year 1959. The management of Tikri Kalan - Boys is Local Body. Tikri Kalan - Boys is a Primary only school. The coeducation status of Tikri Kalan - Boys is Boys only. The residential status of Tikri Kalan - Boys is No. and the residential type of Tikri Kalan - Boys is Not Applicable. The total number of students in Tikri Kalan - Boys MCD is 976. The total number of teachers in Tikri Kalan - Boys MCD is 21. The total number of non teaching staff in Tikri Kalan - Boys is 4. The medium of instruction in Tikri Kalan - Boys is Hindi. The total number of class rooms in Tikri Kalan - Boys is 16. The total number of other rooms in Tikri Kalan - Boys is 1. The total number of black boards in Tikri Kalan - Boys is 18. The total number of books in the library of Tikri Kalan - Boys is 904. The total number of computers in Tikri Kalan - Boys MCD is 0. The student teacher ratio of Tikri Kalan - Boys MCD is 46.00000. The student classroom ratio of Tikri Kalan - Boys is 61.00000. The pass percentage of Tikri Kalan - Boys is 100.00000. The percentage of students who scored first class in Tikri Kalan - Boys is 86.27000.
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