By supporting practical STEM education, BMW Group is opening new pathways of learning and aspiration for girls in Jharkhand, where It Matters Most.
By Rusen Kumar
RANCHI (Jharkhand): Learning gaps in mathematics and science still limit opportunities for many students in underserved communities. BMW Group and UNICEF are working to change this. They are strengthening STEM education where it matters most. Through Project BRIDGE, they are bringing hands-on, activity-based learning to government schools in Jharkhand and other states. The programme is helping girls move beyond textbooks. It is helping them understand science through practice, curiosity and confidence. In many classrooms, access has long been a challenge. Now, the initiative is turning STEM education into a pathway for aspiration, empowerment and long-term change.
On the outskirts of Ranchi, inside a Kasturba Gandhi Balika Vidyalaya, a group of girls gather around a simple science model. It is a balloon-powered car. They made it with a plastic bottle and straws. As it races ahead, the classroom fills with laughter and excitement. Then comes the real surprise. One of the girls starts explaining air pressure. She speaks with ease and confidence. She does not open a textbook.
It is a small moment. But it says a lot. It reflects a larger change under Project BRIDGE. This is a joint initiative by BMW Group and UNICEF. It aims to strengthen STEM education in underserved government schools.
The need for such interventions is stark. Jharkhand continues to struggle with low learning outcomes—only 9% of Grade 9 students demonstrate proficiency in mathematics, while just 35.1% complete Class 12. Against this backdrop, classrooms under the programme are moving away from rote memorisation to hands-on learning. Students are building circuits, experimenting with light and motion, and using everyday materials to understand scientific concepts—an approach that is beginning to improve engagement and conceptual clarity.
Speaking during a recent field visit, Saadhna Panday, Chief of Education, UNICEF India, said the challenge goes beyond access to education. “Math and science are critical for students to participate in a digital and increasingly AI-driven economy. While India has made progress in foundational learning, this is not translating into strong performance in secondary-level STEM. Through this partnership, we are working with state governments to improve participation—especially among girls—and transform how these subjects are taught,” she said, adding that the next phase will focus on strengthening teaching content to improve actual learning outcomes.
The programme was launched in 2023. It is planned through 2030. It currently runs in five states. It combines low-cost maker spaces with teacher training. In Jharkhand, it covers 82 residential schools. It reaches over 36,000 students. Most of them come from tribal and economically disadvantaged communities.
UNICEF is supporting the state government on implementing a STEM education programme across 82 Kasturba Gandhi Balika Vidyalayas (KGBVs) and Jharkhand Balika Awasiya Vidyalayas in seven districts of Jharkhand—West Singhbhum, East Singhbhum, Giridih, Khunti, Ranchi, Jamtara, and Dumka.
This week, teams from BMW Group and UNICEF visited three project schools in Ranchi to closely assess progress on the ground and understand how the initiative is shaping classroom learning.
These districts were selected based on a high concentration of tribal populations, persistent challenges in girls’ education, UNICEF’s programmatic focus and field presence, geographical contiguity, and support from district administrations.
The demographic profile of these districts underscores the need for targeted interventions:
- West Singhbhum: SC and ST communities together constitute 71.1 per cent of the population (SC 3.79 per cent, ST 67.39 per cent).
- Khunti: SC and ST communities account for 77.7 per cent of the population (SC 4.52%, ST 73.25%).
- Ranchi: 5.2 per cent SC and 35.8 per cent ST population.
- Jamtara: 30 per cent ST and 9.21 per cent SC population.
- Dumka: 6.02 per cent SC and 43.22 per cent ST population.
- East Singhbhum: ST communities comprise approximately 29 per cent of the population.
While Giridih has a relatively smaller proportion of tribal population, the district faces a high prevalence of child marriage, exposing girls to heightened risks of school dropout, early pregnancy, violence, and other vulnerabilities.
Schools involved in the BMW-supported programme
| Data set | KGBV | JBAV | Total |
| Number of Schools | 68 | 14 | 82 |
| Enrolment | 31,655 | 4,868 | 36,523 |
Reviewing the programme on the ground, Vinod Pandey, Director, BMW Group India, emphasised the company’s long-term approach. “BMW Group sees itself as a responsible stakeholder in society. Project BRIDGE is designed to create tangible, long-term impact by using education as a catalyst for empowerment and progress,” he said.
He further added, “The programme involves working closely with the state governments in addressing structural challenges to strengthen science and mathematics education in India, particularly for girls. Through innovative low-cost maker spaces with impetus on teacher training, it promotes engaging, hands-on and real-world learning experience. The initial results are highly encouraging with clear demonstration of improved conceptual understanding. We will continue to focus on enhancing content and pedagogy to drive better student outcomes in STEM subjects.”
Even as early signs of change are visible, both partners acknowledge that the real test lies ahead. “The goal is not just innovation in classrooms, but improved learning outcomes in science and mathematics,” Panday noted, pointing to the need for stronger teacher capacity. More than 4,000 educators have already been trained, but gaps in subject knowledge and pedagogy persist. For BMW, the role remains catalytic—demonstrating what works and enabling government systems to scale it sustainably.
For students, however, the shift is already personal. “Earlier, we used to just learn from books. Now we understand by doing,” said a Class 8 student. Another, standing beside her model, added that she now wants to become an engineer—an ambition that, until recently, felt out of reach.
Rusen Kumar, Editor of India CSR, is a renowned thought leader in the field of Corporate Sustainability and Corporate Social Responsibility (CSR). He regularly writes insightful articles and conducts interviews with industry leaders, policymakers, and development practitioners, promoting dialogue on responsible business and sustainable development.
