Reimagining Bihar’s education future: Role of strong leadership in building ecosystem

For decades, Bihar’s education system has stood at the crossroads of aspiration and challenge.

The state, once home to global centers of learning like Nalanda and Vikramshila, today struggles with gaps in school infrastructure, teacher shortages, learning outcomes, outdated curricula, and limited exposure to modern research and technology.

Yet Bihar also has an enormous demographic advantage: close to 33% of its population is under the age of 25. For a society shaped by youth, the question is no longer just about increasing access to education but about transforming the very quality and vision of learning.

Across India, states that adopted scientifically grounded, research-driven policy models, particularly in school reforms, teacher training, and digital integration, have seen rapid improvement. Bihar’s trajectory has begun shifting in recent years, but progress remains uneven.

As national priorities shift toward artificial intelligence, semiconductor manufacturing, and advanced research ecosystems, Bihar faces a crucial moment.

The state needs leaders who understand both the science behind these transformations and the socio-economic realities on the ground.

Bihar’s search for stronger educational reforms has increasingly highlighted the need for leaders who understand science, technology, and modern research ecosystems.

The state’s long-standing challenges, low learning outcomes, limited STEM infrastructure, gaps in teacher training, and uneven access to quality higher education, demand a shift toward evidence-based decision-making.

As Bihar attempts to realign its education system with national and global demands, the presence of individuals with advanced scientific expertise in public roles becomes more relevant.

A recent electoral outcome reflects this emerging trend. JD(U) candidate Manjarik Mrinal won the Warisnagar Assembly seat with 108,968 votes, adding a STEM-trained professional to the legislative space.

The significance of this development does not lie in political endorsement, but in the conversation it sparks about what Bihar stands to gain when people with strong scientific backgrounds participate in public policymaking.

Dr Manjarik Mrinal’s profile illustrates the type of expertise that can meaningfully contribute to discussions on education and technological advancement.

As a scientist at the Indian Institute of Science (IISc), Bengaluru, India’s premier research institute, he has led the development of the country’s first indigenous lithography machine, a project crucial for semiconductor and chip manufacturing.

His earlier work at HP Labs in California, combined with academic experience mentoring engineering students at the University of Texas, reflects exposure to global innovation ecosystems.

With more than ten peer-reviewed international publications and multiple patents, his career demonstrates how foundational science can be connected to real-world technological solutions.

Bihar’s education system stands to gain when policymakers include individuals who understand scientific processes, modern research environments, and technological development.

Those who have worked in laboratories, advanced engineering fields, or global academic settings often have clearer insights into the foundational gaps that need attention.

Their exposure to research-driven ecosystems allows them to identify practical steps for improving STEM education, strengthening institutional infrastructure, and encouraging a long-term culture of innovation within the state.

Bihar’s education reality: Persistent challenges amid slow improvements

Bihar’s education landscape has multiple layers. While enrollment at the school level has increased over the past decade, systemic problems continue to affect quality.

1. School infrastructure gaps: Government data shows that around 32% of Bihar’s schools still lack functional boundary walls, 28% have inadequate classroom capacity, and nearly 20% do not have consistent electricity. In many rural districts, one teacher handles multiple classes simultaneously.

2. Learning outcomes remain low: According to the ASER 2023 report, Bihar faces a significant learning crisis that extends well beyond enrollment.

Only around 28% of Class 5 students can read a Class 2-level text, just 21% are able to solve basic arithmetic problems, and more than 50% of students lack grade-appropriate comprehension skills.

These figures highlight persistent gaps in foundational learning and underscore the urgent need for systemic interventions to improve the quality of education across the state.

3. Shortage of qualified teachers: Bihar has one of the highest student-teacher ratios in India at the upper primary level. In several districts, a single school teacher is responsible for as many as 60–80 students.

The absence of subject-specific teachers in science and mathematics further affects learning quality at the secondary level.

4. Higher education under strain: While Bihar has more than 20 universities and over 660 colleges, the gross enrollment ratio (GER) in higher education is around 17%, significantly below the national average of 28%. Facilities for research, labs, and technology integration remain limited.

5. Outmigration for education: One of Bihar’s largest socio-economic challenges is the mass migration of its youth to other states.

Approximately 28 lakh students from Bihar study outside the state every year, primarily due to limited opportunities in engineering, science, medicine, and research.

This migration has led to financial burdens on households and drains talent away from Bihar.

Despite these challenges, the last decade has witnessed steps aimed at improvement. The Bihar Education Project Council expanded school access, introduced teacher appointments, and pushed for training programs.

Digital learning efforts, especially after the pandemic, gained pace. Some universities began collaborating with national institutions for skill development.

But structural issues remain deeply rooted, and incremental change is not enough to align Bihar with the demands of a rapidly advancing global economy.

How science-focused leadership can reshape Bihar’s education system

Modern education policy requires more than administrative experience. It demands scientific literacy, familiarity with global research ecosystems, and an understanding of technology-led change.

This is where individuals with backgrounds like Dr Mrinal represent the kind of leadership Bihar could benefit from, leaders who combine deep research experience with an educational vision.

Dr Mrinal, a scientist at IISc Bengaluru, leads the development of India’s first indigenous lithography machine, a critical project aimed at strengthening India’s semiconductor manufacturing capabilities.

Such work is rare in India and requires mastery of physics, engineering, and advanced manufacturing techniques.

Alongside this, he and his colleagues have filed three patents and contributed to several research projects supporting the broader vision of Atmanirbhar Bharat.

His academic background includes MS and PhD degrees in Mechanical Engineering from the University of Texas, exposure to high-end scientific institutions, and early research contributions at HP Labs, one of Silicon Valley’s oldest and most influential industrial research centers.

At HP Labs, he collaborated with a small team to advance 3D-printed electronics, a field that merges engineering, materials science, and automation.

Equally important is his experience as an adjunct professor at the University of Texas, where he taught and mentored undergraduate and postgraduate engineering students.

Over ten of his peer-reviewed papers have been published in international journals, demonstrating a sustained contribution to global research.

Profiles like his illustrate what Bihar’s education sector could achieve if people with strong STEM foundations and global exposure help shape policies in ministries such as Education or Science & Technology, ministries that increasingly demand evidence-based, technologically informed decision-making.

How such expertise aligns with Bihar’s needs

Bihar’s STEM education gap remains a major challenge, with over 50% of secondary schools lacking full-time science teachers and consistently low pass rates in Class 10 and Class 12 science subjects.

Addressing this requires leadership that understands how hands-on labs, practical learning, and strong conceptual foundations shape long-term outcomes.

Scientific and research-oriented experience can help drive reforms in laboratory upgrades, teacher training, and curriculum modernization to match current industry needs.

Exposure to teaching environments in Bihar and Karnataka has given Dr Mrinal practical insight into the difficulties students face, including limited laboratory access and outdated learning materials, illustrating the kind of on-the-ground understanding that often informs more effective STEM-oriented policy planning.

Bihar’s education system continues to struggle with gaps in evidence-based planning, limited research capacity, and persistent outmigration, making it crucial for future policies to rely more heavily on data, technology, and scientific insight.

With AI and digital tools increasingly shaping governance, the state could benefit from leadership that understands how to use analytics to track learning outcomes, identify resource gaps, and integrate ed-tech solutions suited to low-resource environments, an area where Bihar still lags, lacking real-time dashboards used in states like Delhi or Karnataka.

The challenge extends to higher education, where Bihar contributes less than 2% of India’s peer-reviewed scientific publications; global research experience becomes valuable in building incubators, research centers, innovation labs, and university-industry collaborations that prepare students for emerging sectors such as semiconductors, AI, clean energy, robotics, and biotechnology.

Strengthening technical institutions is equally important to reduce outmigration, as students often leave due to outdated infrastructure, limited research facilities, and insufficiently trained faculty; exposure to both Indian and global systems can inform better infrastructure planning, faculty development, and the creation of modern programs in frontier technologies.

Beyond structural reforms, the presence of accomplished scientists or technologists in policymaking roles can inspire young learners, many of whom have had little direct interaction with real scientific role models.

Scientific and research-oriented leadership can help bridge the gap between Bihar’s current educational challenges and the development of a robust, innovation-driven learning ecosystem that prepares students for future opportunities.

Learning from Bihar’s past educational reforms

Despite ongoing challenges, Bihar has seen several attempts at educational reform over the past two decades.

More than 3.5 lakh teachers were appointed, though recruitment controversies and limited transparency reduced their overall impact.

Initiatives such as the cycle scheme for girls led to a notable increase in female enrollment, raising the secondary-level female gross enrollment ratio to around 65%, up from below 40% in the early 2000s.

Post-pandemic, the state introduced digital classrooms in select districts and collaborated with ed-tech organizations, yet uneven Internet access continues to limit reach in rural areas.

At the higher education level, universities pursued NAAC accreditation, faculty recruitment, and digital modernization, but progress was constrained by funding shortages and administrative delays.

Collectively, these efforts demonstrate intent and incremental improvement, yet they fall short of the systematic, data-driven planning required for deep structural transformation in Bihar’s education system.

Why this moment matters for Bihar

The next decade will be defined by AI, biotechnology, advanced materials, automation, and semiconductor manufacturing. These technologies will reshape jobs, education, and economic models. Bihar cannot afford to remain on the margins of this transformation.

For Bihar to progress from basic literacy toward advanced knowledge ecosystems, several key steps are essential. Curricula need to incorporate coding, robotics, artificial intelligence, and contemporary scientific concepts, while teachers must receive training in modern pedagogical methods.

Universities should prioritize research and innovation, and school infrastructure must enable hands-on, experiential learning.

At the policy level, decisions must be guided by accurate data and evidence rather than assumptions, ensuring that reforms are both practical and sustainable.

Leaders with advanced scientific backgrounds, like scientists, global researchers, and innovators, bring not only technical understanding but also experience in solving complex problems through experimentation, evidence, and long-term planning.

Reclaiming Bihar’s legacy as a knowledge state

Bihar’s history as a global center of learning is not merely a matter of heritage; it serves as a roadmap for the future. Institutions such as Nalanda and Vikramshila flourished by emphasizing research, debate, innovation, and diverse intellectual practices.

Reviving that spirit today requires leadership grounded in science, empathy, and global awareness.

Moving forward, the state must focus on schools that nurture curiosity, colleges that encourage research, policies rooted in evidence, and a vision aligned with the demands of emerging industries, creating an education ecosystem that combines Bihar’s rich intellectual legacy with modern opportunities.

With scientifically informed leadership and sustained public support, Bihar can transform itself from a state battling educational challenges to one shaping national innovation.

The conversation is not about individuals alone; it is about the kind of expertise and perspective Bihar now needs: leaders who understand the language of science, carry global insight, and recognize the dreams of Bihar’s youth.

If Bihar is to reclaim its legacy as a land of knowledge and innovation, it will need more voices shaped by laboratories, universities, and research centers, guiding education and science policy with depth and foresight.