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P.S.DAKIA JUMMA KUNDERKI
Schools world Rating: 0.4/5
Area : | DHAKIA JUMMA, KUNDERKI |
District : | MORADABAD |
State : | UTTAR PRADESH |
Pincode : | 202413 |
Established in Year : | 1979 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Others
, Others
| Total no of students: | 301 |
|
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: | 2 |
No of black boards: | 5 |
Library: | No
|
No of computers: | 0 |
Student Teacher Ratio: | 151 |
Student Classroom Ratio: | 75 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 26.47 |
Description:
The school P.S.DAKIA JUMMA is located in the area DHAKIA JUMMA of KUNDERKI. P.S.DAKIA JUMMA is in the MORADABAD district of UTTAR PRADESH state. pincode is 202413. P.S.DAKIA JUMMA KUNDERKI was establised in the year 1979. The management of P.S.DAKIA JUMMA is Dept. of Education. P.S.DAKIA JUMMA is a Primary only school. The coeducation status of P.S.DAKIA JUMMA is Co-Educational. The residential status of P.S.DAKIA JUMMA is No. and the residential type of P.S.DAKIA JUMMA is Not Applicable. The total number of students in P.S.DAKIA JUMMA KUNDERKI is 301. The total number of teachers in P.S.DAKIA JUMMA KUNDERKI is 1. The total number of non teaching staff in P.S.DAKIA JUMMA is 0. The medium of instruction in P.S.DAKIA JUMMA is Hindi. The total number of class rooms in P.S.DAKIA JUMMA is 4. The total number of other rooms in P.S.DAKIA JUMMA is 2. The total number of black boards in P.S.DAKIA JUMMA is 5. The total number of books in the library of P.S.DAKIA JUMMA is 0. The total number of computers in P.S.DAKIA JUMMA KUNDERKI is 0. The student teacher ratio of P.S.DAKIA JUMMA KUNDERKI is 151.00000. The student classroom ratio of P.S.DAKIA JUMMA is 75.00000. The pass percentage of P.S.DAKIA JUMMA is 100.00000. The percentage of students who scored first class in P.S.DAKIA JUMMA is 26.47000.
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