Education in India is fundamentally guided by the Constitution, which provides both a philosophical foundation and a legal framework for governance and management of the educational system. The Preamble of the Constitution establishes India as a sovereign, socialist, secular, and democratic republic and emphasizes justice, liberty, equality, and fraternity. These principles directly influence educational governance by promoting equal access to education for all, ensuring freedom of thought and expression, and striving to reduce inequalities in educational opportunities. The Preamble’s emphasis on social justice mandates affirmative action in education for marginalized groups, including Scheduled Castes, Scheduled Tribes, and other disadvantaged communities, creating a framework for policies and schemes that promote inclusivity and equity in schooling and higher education. Article 21A explicitly enshrines the right to free and compulsory education for children aged six to fourteen years as a fundamental right. This article mandates the State to provide adequate infrastructure, trained teachers, and inclusive learning environments, ensuring that every child receives quality education without financial barriers. The management of education under Article 21A requires both central and state governments to develop policy frameworks, fund schools, monitor compliance, and promote curriculum standards. It also influences the establishment of mechanisms like the Right to Education Act (RTE) of 2009, which operationalizes Article 21A. The RTE Act outlines the responsibilities of educational institutions, prescribes norms and standards for school infrastructure, teacher-student ratios, and prohibits discrimination in admission or access to education. Through the RTE, the constitutional provision is translated into practical governance, accountability, and operational structures at both state and local levels. Article 45, originally a Directive Principle of State Policy, although not enforceable as a fundamental right, sets the goal for the State to provide early childhood care and education to children below six years of age. While Article 45 does not impose direct legal obligations, it shapes educational management by guiding policy priorities, resource allocation, and the expansion of pre-primary and foundational learning programs. This article reinforces the importance of integrating early education within the broader educational governance framework, ensuring continuity from foundational years to compulsory education. Its influence is seen in programs like the Integrated Child Development Services (ICDS), which complements school education and contributes to holistic child development. The Right to