Tripura Chief Minister Manik Saha declared the ‘Vidyajyoti Schools’ initiative a significant success on Friday. Speaking at a program in Udaipur, Gomati district, Saha highlighted substantial improvements in academic performance and educational infrastructure across the state since the program’s inception in 2021.
Vidyajyoti Initiative: A Transformative Vision
The Vidyajyoti Schools initiative, launched by the Tripura government in 2021, aims to revolutionize the state’s education system. Its core objectives include modernizing infrastructure, adopting a holistic educational approach, and empowering students with better learning opportunities. The program strategically targeted 125 government-run institutions , transforming them into Vidyajyoti schools with enhanced facilities and curriculum.
A key component of this transformation involved the introduction of the Central Board of Secondary Education (CBSE) curriculum in English across all 125 designated Vidyajyoti schools. This standardization seeks to provide students with a nationally recognized, high-quality educational framework, preparing them more effectively for higher studies and competitive examinations.
Chief Minister Saha specifically addressed past skepticism surrounding the initiative. He noted that despite initial criticism from opposition parties regarding the decision to overhaul these schools, the results now validate the government’s approach. "Today, the decision appeared beneficial and successful," Saha stated, underscoring the positive outcomes observed.
Tangible Academic Achievements
The success of the Vidyajyoti Schools is evident in the remarkable improvement in board examination pass percentages. Data released by the state indicates a notable rise in success rates for both Madhyamik (Class 10) and Higher Secondary (Class 12) examinations within these schools between 2024 and 2025.
| Examination Level | 2024 Pass Percentage | 2025 Pass Percentage |
|---|---|---|
| Madhyamik (Class 10) | 86% | 92% |
| Higher Secondary (Class 12) | 55% | 77.76% |
These improved figures reflect enhanced teaching methodologies and student engagement within the Vidyajyoti framework, directly impacting thousands of students across Tripura.
Advancements in Educational Infrastructure and Support
Beyond academic curriculum, the Tripura government has focused on bolstering educational infrastructure and providing essential student support. Chief Minister Saha detailed several key initiatives aimed at creating a conducive learning environment from primary school through higher education.
- Student Mobility and Access: To encourage the enrollment and retention of girl students, the government has distributed 1.22 lakh bicycles free of cost. This initiative aims to reduce travel barriers and improve access to education in rural and remote areas.
- Digital Learning Integration: Information and Communication Technology (ICT) facilities have been successfully introduced in 1,384 schools . This integration aims to equip students with essential digital literacy skills and provide modern learning resources.
- Modern Classroom Facilities: Smart classes, featuring digital screens and interactive learning tools, are now available in 1,210 schools . These facilities enhance classroom engagement and make complex subjects more accessible and interesting for students.
- Fostering Innovation: To promote practical learning and scientific temperament, 367 schools have established dedicated tinkering laboratories. These labs provide students with hands-on experience in science, technology, engineering, and mathematics (STEM) fields, encouraging creativity and problem-solving skills.
Benefits of the New Education Policy (NEP)
Chief Minister Saha also commended the New Education Policy (NEP) for its forward-thinking approach to student-centric education. He emphasized the policy’s flexibility, which significantly benefits students in their academic journeys.
Under the NEP, students gain unprecedented flexibility to change their course or academic streams based on their evolving interests or career aspirations, without facing rigid institutional barriers. Furthermore, the policy introduces provisions where students who leave a particular course midway can still receive a certificate for the credits they have successfully completed. This system acknowledges partial learning achievements, offering greater recognition for their efforts and preventing academic years from being entirely lost.