Right To Education Under The Indian Constitution: A Journey From Aspiration To Realization
- IJLLR Journal
- Sep 6
- 2 min read
A. Karunakaran, LL.M., Government Law College, Thrissur, Kerala
“To put the nation on the track of prosperity, give the people the torch of education”
- George Bernad Shaw
INTRODUCTION
Education is universally acknowledged as one of the most effective instruments for social transformation. It functions as a vehicle for imparting knowledge, instilling values, and developing skills that allow individuals to contribute productively to their communities. By nurturing critical thinking, questioning rigid traditions, and promoting equality, education serves as a catalyst for reducing social disparities and advancing progress. It enables individuals to challenge regressive practices and embrace progressive ideas. Across history, education has played a decisive role in reform movements, shaping perspectives on issues such as gender equality, social justice, and economic inequality.
The role of education is crucial not only in the growth of an individual but also in the overall development of a nation. It strengthens human dignity and influences a person’s outlook towards society. Recognizing this, the Constitution of India—through the 86th Constitutional Amendment Act, 2002—introduced Article 21A, which declares education a fundamental right. This provision ensures free and compulsory education to all children between the ages of six and fourteen. Furthermore, the Constitution safeguards educational rights through Articles 29(2), 41, 45, and 46. On the international platform, education is also recognized as a human right under conventions such as the International Covenant on Economic, Social and Cultural Rights (ICESCR).
India has long been celebrated as a center of learning, attracting scholars and students from across the world. Yet, despite this intellectual legacy, the country has grappled with high levels of illiteracy, largely due to adverse socio-economic conditions and ineffective implementation of educational policies. The marginalized and economically weaker sections have suffered the most, being deprived of access to education and, consequently, a life of dignity.
