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Palam Vill. - Boys MCD
Schools world Rating: 1.7/5
Area : | 145-PALAM, MCD |
District : | SOUTH WEST DELHI |
State : | DELHI |
Pincode : | 110045 |
Established in Year : | 1935 |
Management : | Local Body |
Coeducation: | Boys only |
Medium of Instruction: | Hindi
| Total no of students: | 725 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 21 |
No of non teaching staff: | 3 |
No of class rooms: | 17 |
No of non-class rooms: | 2 |
No of black boards: | 19 |
Library: | Yes
, No of books: 818
|
No of computers: | 7 |
Student Teacher Ratio: | 35 |
Student Classroom Ratio: | 43 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 73.33 |
Description:
The school Palam Vill. - Boys is located in the area 145-PALAM of MCD. Palam Vill. - Boys is in the SOUTH WEST DELHI district of DELHI state. pincode is 110045. Palam Vill. - Boys MCD was establised in the year 1935. The management of Palam Vill. - Boys is Local Body. Palam Vill. - Boys is a Primary only school. The coeducation status of Palam Vill. - Boys is Boys only. The residential status of Palam Vill. - Boys is No. and the residential type of Palam Vill. - Boys is Not Applicable. The total number of students in Palam Vill. - Boys MCD is 725. The total number of teachers in Palam Vill. - Boys MCD is 21. The total number of non teaching staff in Palam Vill. - Boys is 3. The medium of instruction in Palam Vill. - Boys is Hindi. The total number of class rooms in Palam Vill. - Boys is 17. The total number of other rooms in Palam Vill. - Boys is 2. The total number of black boards in Palam Vill. - Boys is 19. The total number of books in the library of Palam Vill. - Boys is 818. The total number of computers in Palam Vill. - Boys MCD is 7. The student teacher ratio of Palam Vill. - Boys MCD is 35.00000. The student classroom ratio of Palam Vill. - Boys is 43.00000. The pass percentage of Palam Vill. - Boys is 100.00000. The percentage of students who scored first class in Palam Vill. - Boys is 73.33000.
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