Tripura’s TRESP, in collaboration with SCERT and the Secondary Education Department, drives transformative tribal education reforms through teacher training, AI integration, multilingual learning, and structured classroom resources, impacting over 76,000 students across remote and underserved regions.
In a decisive push to strengthen tribal education and promote inclusive development, the Tripura Rural Economic Growth and Service Delivery Project (TRESP) is spearheading comprehensive academic reforms across tribal-dominated regions of Tripura. Implemented under the Tribal Welfare Department with support from the World Bank, the ambitious initiative is working in close coordination with the Secondary Education Department and the State Council of Educational Research and Training (SCERT) to transform the quality, accessibility, and future-readiness of school education in the state.
The integrated reform model adopted under TRESP focuses on evidence-based planning, teacher capacity building, and curriculum innovation. A major foundation of this effort was laid through the Students’ Learning Assessment Survey (SLAS-2024), which covered more than 76,000 students across tribal belts. Simultaneously, the Tripura Teachers’ Assessment Survey (TTAS-2025) evaluated over 21,000 teachers to assess pedagogical competencies and identify professional development needs.
Academic leadership from SCERT ensured that the findings from these large-scale assessments were systematically analyzed and translated into actionable reform strategies. The data-driven approach enabled the design of targeted teacher training modules aligned with the principles of the National Education Policy (NEP) 2020, focusing on competency-based learning, critical thinking, and experiential pedagogy.
Following the assessments, a cascade training model was implemented. Master Trainers were first equipped with advanced pedagogical skills, who then trained educators at district and block levels. To date, over 14,000 teachers have benefited from these structured capacity-building programs, significantly improving classroom practices in remote and tribal-dominated schools where access to quality academic support had long been limited.
One of the most impactful milestones under the TRESP-Teacher Professional Development component has been the creation of more than 4,000 Structured Classroom Resources (SCR). These include comprehensive lesson plans, subject guidebooks, and activity-based teaching modules for Classes VI to XII. Designed to simplify curriculum delivery and enhance student engagement, the resources provide practical tools for teachers to ensure consistency and effectiveness in instruction.
The emphasis on structured planning is particularly crucial in under-served tribal schools, where educators often face challenges such as limited infrastructure, language diversity, and resource constraints. The SCR materials are helping bridge these gaps by standardizing academic delivery while allowing contextual flexibility.
At the foundational level, the reforms have placed strong emphasis on literacy and numeracy. SCERT, in collaboration with expert academic partners, has developed Foundational Literacy and Numeracy (FLN) materials tailored for Grades I–V. Recognizing the linguistic diversity of Tripura’s tribal communities, Multilingual Education (MLE) resources have also been introduced to promote learning in students’ mother tongues.
Activity handbooks and language primers in Kokborok, Chakma, and Mizo are enabling early-grade learners to grasp concepts more effectively. By incorporating culturally responsive and linguistically inclusive materials, the initiative is addressing long-standing learning gaps and promoting equitable access to education for tribal children.
Digitization forms another cornerstone of the reform agenda. All newly developed academic resources have been digitized and made accessible through state education platforms, ensuring that teachers across districts can easily download and utilize the materials. This digital integration not only enhances accessibility but also supports long-term sustainability.
In a forward-looking move, innovative initiatives such as “AI Samarth” are equipping teachers with foundational knowledge of Artificial Intelligence and its application in classroom settings. By building technological capacity among educators, the program is positioning tribal schools to align with emerging national and global educational standards.
At the helm of these transformative efforts is Dr. Hussain Ahmed Choudhury, who has played a pivotal leadership role in guiding the Education Project Implementation Unit (PIU) under TRESP. Through strategic coordination with SCERT and the Secondary Education Department, he has emphasized evidence-based planning, accountability, and quality assurance.
His leadership has ensured that reforms are not confined to policy documents but are effectively implemented at the grassroots level. By prioritizing inclusive growth and structured academic improvement, the initiative has created a replicable model for educational transformation in tribal regions.
The collaborative framework between TRESP, SCERT, and the Secondary Education Department represents a paradigm shift in how tribal education is approached in Tripura. Rather than isolated interventions, the reforms integrate assessment, teacher training, curriculum development, language inclusion, and digital innovation into a cohesive strategy.
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As Tripura advances its educational roadmap under NEP 2020, the ongoing reforms in tribal belts demonstrate how targeted investment, data-driven planning, and inclusive pedagogy can drive long-term socio-economic empowerment. Through strengthened academic systems and empowered teachers, TRESP is laying a robust foundation for equitable, quality education that can uplift generations in the state’s tribal communities.
