While girls in Punjab are outshining boys in board exams for classes 8, 10 and 12, with a higher pass percentage, a quiet crisis has been brewing — one that may cost the state dearly in the decades ahead. As India rapidly moves towards a technology-driven economy, with STEM (Science, Technology, Engineering and Mathematics) as its backbone, girls from Punjab are missing the bus.
A new report — ‘Unlocking Potential: Financial Aid as a Catalyst for Girls’ STEM Success’ — conducted in two parts in 2023 and 2024-25 and jointly published by the Sattva Knowledge Institute and the All India Society for Electronics and Computer Technology (AISECT), paints a sobering picture. It shows how Punjab, once a frontrunner in education metrics, now lags behind in enabling its daughters to dream in digits, molecules, or machines.
Even within India’s education system, increasing emphasis is being placed on STEM as it can transform students into future innovators and critical thinkers across sectors rather than limiting them to mere users of technology.
Despite the rising demand for STEM professionals, there is a significant shortage of qualified individuals.
A National Skill Development Corporation (NSDC) report highlights a glaring skill gap in India’s technology sector — only 74 million professionals are available against a demand of 107 million.
The choices students make during the transition to higher secondary education have a critical impact on the future technical workforce of the country.
This new survey finds that among the four surveyed states, Punjab ranks the lowest in Science stream enrolment for girls in grades 11-12 at a mere 16%, compared to 59% in Madhya Pradesh, Jharkhand (29%), and Rajasthan (20%).
In Punjab, the survey was conducted in government schools located in Ludhiana, Amritsar, Moga and Sangrur districts.
It reveals that the lack of digital access and financial support is compounding the problem. Half of rural girls lack devices or Internet access, and 1 in 3 cannot afford coaching or exam fees. Shockingly, only 23% of the surveyed girls were even aware that scholarships exist.
As many as 4,763 girls were surveyed across 37 districts — four from Punjab, Jharkhand (5), Madhya Pradesh (3) and Rajasthan (25). Among them, 69% cited financial hardship as a barrier to pursuing Science, half of them lacked access to digital devices or Internet, 1 in 3 could not afford coaching or exam fees, and only 10% were aware that scholarships for pursuing Science even exist.
In Punjab, while 77% of surveyed schools offer Science, only 19% have female Science teachers, leaving girls without relatable role models in STEM fields.
The report states that “mentoring and guidance” have emerged as significant needs to help girls continue with Science (43%).
Most of these students belong to rural areas and fall under the below poverty line (BPL) category.
Nearly 75% of all the students said they were influenced by their teachers to study Science. However, the issue is worsened by the unavailability of teachers in several schools.
Only 28% of surveyed girls in Punjab expressed the need for mentorship — a figure that reflects the lack of awareness about such support — compared to 50% in Madhya Pradesh and 42% each in Rajasthan and Jharkhand.
The need for career guidance is more uniformly recognised across states — 78% overall, with the highest in Madhya Pradesh at 80%, followed by Rajasthan (74%), Jharkhand (71%) and Punjab (70%).
It also says 28% of girls lack access to devices and Internet, with the highest proportion in Punjab at 63%, followed by Rajasthan (38%), Madhya Pradesh (24%) and Jharkhand (15%).
In Punjab, a survey of rural girls reveals critical gaps in access to Science education. Around 17% of them cannot afford basic academic resources like textbooks, and 1 in 3 are unable to pay for coaching or exam fees. Only 1 in 10 are aware of scholarships that could support their studies.
The study further revealed choosing Science in India is not just an academic decision — it is a financial one. In rural areas, Science education is 58.5% more expensive than Humanities. In urban settings, the cost gap jumps to 139%.
For many families, already grappling with poverty and patriarchal norms, this means sons get the resources while daughters get the leftovers. The numbers are not just statistical red flags — they reflect thousands of untold stories of lost potential.
“Several of our brightest girls scored above 90% in Class 10, but chose Arts because they could not afford coaching and a smartphone,” the report says. In the study, data was collected through 30 key informants including from government schools directly, government officials, CSR professionals, policymakers and Education Department officials, among others.
Why this study matters
As India embraces automation, artificial intelligence and digital economies, 80% of future jobs will require STEM skills, according to the National Science Foundation.
Yet, a staggering 86% of Indian women aged 18-30 with higher secondary education come from non-technical backgrounds.
According to 2022 NSS data, women represent only 14.8% of India’s STEM workforce, compared to 28% globally. Investing in closing this gender gap is not just a social necessity, but an economic imperative.
“The STEM pipeline starts early, and it starts in school. But for girls in Punjab, that pipe is leaky, narrow, and full of obstacles,” the report warns.
Who are these girls?
The study groups girls into four categories, based on how well they are doing in school and how much financial support they need.
First is Trailblazers — they are academically strong, but come from poor families. They need Rs 81,000 to Rs 1,03,000 a year for coaching, study material, devices and mentoring. With the right support, they can clear exams like NEET or JEE and join top STEM courses. Second, Aspirers — they struggle academically, and also face financial hardship. They need basic Science coaching, vocational training and life skills. With help, they can still enter STEM fields through diplomas or skill-based paths. Third, Sustainers — they are good in studies, and do not need much money. With Rs 22,000 to Rs 45,000 a year, they can continue their journey in STEM with support like exam prep, devices and counselling.
The last group is Disengaged — they neither score well nor need much money, but they lack motivation and readiness. They need support from NGOs, mentors and awareness-building to help them get started.
Scholarships: A broken bridge
The study finds that despite the existence of numerous government and CSR-funded initiatives, the scholarship system is “largely ineffective for girls who need it the most”.
Most schemes are merit-based and overlook the marginalised and underprepared. Application processes are often complicated, online-only and conducted in English. Disbursements are delayed and rarely cover indirect costs like transport or coaching. CSR scholarships are geographically skewed, often leaving out rural and underserved regions.
What works, and what can Punjab learn
A new study highlights how Madhya Pradesh has achieved notable success in girls’ STEM education, with nearly 60% of them opting for Science in higher secondary.
This is credited to wider availability of Science in schools, strong government scholarships, presence of woman Science teachers and consistent mentoring.
Shifting from “merit-cum-need” to “persona-based funding” aligns with career outcomes; covering real costs and go beyond tuition include books, transport, coaching, gadgets, hostel fees, result-based disbursements, upgrade Science infrastructure by equip labs, recruit woman STEM teachers and provide school-based coaching not only in selected, but all Science schools; ensuring Internet access and device distribution in rural areas; embedding mentoring, exposure to role models from Grade 9 onwards and holding industry accountable by mandating inclusion plans for women in STEM hiring pipelines.
Also, the government needs to use real-time data to craft microfinance models, simplify applications and enable offline modes.
“If we want to see more girls succeed in Science education and build careers in STEM, funders and governments need to take a life-cycle approach, one that starts by listening to what girls aspire to and evolves with their needs over time. Financial support isn’t one-size-fits-all, it changes based on each girl’s goals and abilities. In a four-state research study, Sattva and AISECT explored these differences in depth, uncovering the real, often overlooked financial challenges girls face. These insights can help shape smarter, more targeted support that truly meets them where they are,” said Dr. Shweta Gaur, Engagement Manager. Sattva Consultancy.
“Investing in girls’ STEM education is not just about equality — it’s about India’s future. A future where a girl from a village in Machhiwara can become a biotech innovator. Where Science isn’t a privilege, but a pathway open to every daughter,” added Dr Shweta Gaur.
Sattva Consulting is a leading social impact consulting firm operating across India, Africa and South Asia.
It collaborates with over 500 organisations globally, and the work spans key sectors like education, livelihoods, healthcare, and sanitation among others.
AISECT is one of India’s leading social enterprises, focused on driving inclusive development in rural and semi-urban areas through skill development, higher education, financial inclusion, e-governance, and ICT-based services.
Despite the rising demand for STEM professionals, there is a significant shortage of qualified individuals.
(Representative File image/ Source: DALL-E) 
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