Allegations of Fund Misuse in World Bank–Aided TRESP Teacher Training and MS Word Programme in Tripura

By Our Correspondent

Agartala, February 21, 2026

Serious allegations of financial irregularities and misuse of government funds have surfaced over the implementation of teacher training and computer literacy programmes under the World Bank–aided Tripura Rural Economic Growth and Service Delivery Project (TRESP), executed by the Tribal Welfare Department in Tripura.

TRESP, implemented by the Tribal Welfare Department with financial assistance from the World Bank, has been undertaking academic reforms and teacher capacity-building initiatives in tribal-dominated areas of the state in collaboration with the Secondary Education Department and the State Council of Educational Research and Training (SCERT).

According to official claims, a Students’ Learning Assessment Survey (SLAS-2024) covering over 76,000 students and a Tripura Teachers’ Assessment Survey (TTAS-2025) involving more than 21,000 teachers were conducted to identify learning gaps and improve teaching practices. Based on the findings, SCERT designed training modules aligned with the National Education Policy 2020, and over 14,000 teachers reportedly underwent training through master trainers and district-level cascades.

However, questions are now being raised about the transparency, effectiveness, and financial propriety of these programmes.

Sources have alleged that the large-scale teacher training programmes conducted under TRESP involved substantial financial outlays, but the actual impact on classroom teaching remains questionable. Critics claim that repetitive and centrally designed training sessions were organised without adequate evaluation of outcomes, leading to avoidable expenditure.

It has also been alleged that training sessions were conducted in a hurried and mechanical manner, primarily to exhaust allocated funds within a financial year rather than to ensure meaningful academic improvement in remote tribal schools.

Further concerns have been expressed over the development and distribution of Structured Classroom Resources and digitised materials. While officials claim that over 4,000 lesson plans and guidebooks for Classes VI to XII were developed and foundational literacy materials prepared for primary grades, including Kokborok, Chakma, and Mizo language primers, some teachers reportedly question the practical utility and accessibility of these materials in remote schools with limited infrastructure.

In addition to teacher training, allegations have also emerged regarding a separate programme to train government employees in basic computer applications, including Excel/MS Word.

Sources allege that instead of utilising existing government training infrastructure or recognised institutions, the training was awarded to a preferred agency, raising concerns about favoritism and lack of competitive bidding. Critics argue that conducting MS Word and Excel training

considered a basic computer skill for government staff at significant cost reflects poor prioritisation of public funds.

Questions are being raised about:

Whether a transparent tendering process was followed?

As of now, no official statement has been issued addressing the specific allegations of fund misuse or irregularities.

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