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P.S. KAASANAHI MADIYAHUN
Schools world Rating: 0.4/5
Area : | KAASAANAHEE, MADIYAHUN |
District : | JAUNPUR |
State : | UTTAR PRADESH |
Pincode : | 222161 |
Established in Year : | 1960 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Others
, Others
| Total no of students: | 110 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 2 |
No of black boards: | 3 |
Library: | Yes
, No of books: 100
|
No of computers: | 0 |
Student Teacher Ratio: | 28 |
Student Classroom Ratio: | 37 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 41.67 |
Description:
The school P.S. KAASANAHI is located in the area KAASAANAHEE of MADIYAHUN. P.S. KAASANAHI is in the JAUNPUR district of UTTAR PRADESH state. pincode is 222161. P.S. KAASANAHI MADIYAHUN was establised in the year 1960. The management of P.S. KAASANAHI is Dept. of Education. P.S. KAASANAHI is a Primary only school. The coeducation status of P.S. KAASANAHI is Co-Educational. The residential status of P.S. KAASANAHI is No. and the residential type of P.S. KAASANAHI is Not Applicable. The total number of students in P.S. KAASANAHI MADIYAHUN is 110. The total number of teachers in P.S. KAASANAHI MADIYAHUN is 2. The total number of non teaching staff in P.S. KAASANAHI is 0. The medium of instruction in P.S. KAASANAHI is Hindi. The total number of class rooms in P.S. KAASANAHI is 3. The total number of other rooms in P.S. KAASANAHI is 2. The total number of black boards in P.S. KAASANAHI is 3. The total number of books in the library of P.S. KAASANAHI is 100. The total number of computers in P.S. KAASANAHI MADIYAHUN is 0. The student teacher ratio of P.S. KAASANAHI MADIYAHUN is 28.00000. The student classroom ratio of P.S. KAASANAHI is 37.00000. The pass percentage of P.S. KAASANAHI is 100.00000. The percentage of students who scored first class in P.S. KAASANAHI is 41.67000.
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