Governance on Elementary Education in Tripura with special reference to Local Self Governance and State Government administration

This study examines the governance of elementary education in Tripura, India, focusing on the dual administrative systems of the State Government and the Tripura Tribal Areas Autonomous District Council (TTAADC). Decentralization in education is crucial for improving efficiency, accountability, and responsiveness, yet challenges persist in implementation. The research explores the structure, management, and administration of elementary education under these two governance systems, identifying key drawbacks such as infrastructural deficiencies, teacher absenteeism, and geographic inaccessibility, particularly in tribal-dominated districts like Dhalai. Using secondary data and interviews with 12 elementary school head teachers, the study evaluates recent state initiatives such as Nutan Disha, Bochhor Bachao Abhiyan, and Empower U-Shiksha Darpan App to enhance accountability and learning outcomes. Findings reveal systemic inefficiencies and disparities in governance, necessitating reforms to align with India’s National Education Policy (NEP) 2020, which emphasizes experiential learning and decentralized administration. The study underscores the need for comparative research on accountability mechanisms for school heads and teacher performance across governance models. Recommendations include strengthening institutional capacity, improving digital governance, and fostering participatory decision-making to ensure equitable and quality education in Tripura.