Role of Central and State Governments in Education in India

Key Takeaways

• Education in India is a Concurrent List subject, which means both Parliament and State Legislatures can make laws relating to education, subject to the constitutional distribution of legislative powers.
• Education was originally largely a State subject, but the 42nd Constitutional Amendment Act, 1976 transferred the general subject of education from the State List to the Concurrent List through Entry 25.
• The Central Government primarily deals with national education policy, coordination, minimum standards, national institutions, financial assistance, educational planning and matters specifically placed within Union competence.
• State Governments perform a major role in the actual administration of education, including management of government schools, teacher administration, State education boards, implementation of educational schemes and regulation under applicable State laws.
• Under the Right of Children to Free and Compulsory Education Act, 2009, the Central and State Governments share responsibility for financing and implementing elementary education.
• The National Education Policy, 2020 recognises that education requires careful planning, joint monitoring and collaborative implementation between the Centre and States because it is a concurrent subject.
• Effective educational governance therefore depends on cooperation between the Central Government, State Governments, local authorities, regulatory institutions and educational bodies rather than exclusive control by any one level of government.

What Is the Constitutional Position of Education in India?

Education in India is governed through a system of shared constitutional responsibility. Both the Central Government and State Governments perform important legislative, administrative and financial functions relating to education.

The Constitution distributes legislative subjects between Parliament and State Legislatures through the Seventh Schedule. These subjects are divided into the Union List, State List and Concurrent List.

Add LawBhoomi as your preferred source on Google.

Add Now →

Education presently appears mainly under Entry 25 of the Concurrent List. The entry covers education, including technical education, medical education and universities, subject to certain entries in the Union List relating to specialised institutions and the coordination and determination of standards in higher education and research.

Therefore, neither the Central Government nor State Governments exercise completely exclusive authority over the entire field of education.

The wider education-related provisions in the Indian Constitution also extend beyond legislative competence. They include fundamental rights, Directive Principles of State Policy, minority rights and provisions concerning educational equality.

Was Education Always in the Concurrent List?

No. Education was originally dealt with primarily as a State subject under the Constitution.

Find the latest legal internship opportunities, updated daily.

Find Internships →

Before the Constitution (Forty-second Amendment) Act, 1976, the general subject of education appeared under Entry 11 of the State List. The 42nd Constitutional Amendment removed that entry and placed education under Entry 25 of the Concurrent List.

The change gave Parliament a wider legislative role in education while continuing the substantial involvement of State Governments.

This arrangement reflects the nature of education itself. Certain educational issues require national coordination and common standards, while many administrative matters require decisions based on regional, linguistic, social and local circumstances.

The constitutional distribution of powers is governed principally by Articles 245 and 246 of the Constitution, which define the legislative competence of Parliament and State Legislatures.

Why Do Both Central and State Governments Deal With Education?

India has a federal constitutional structure in which governmental powers are distributed between the Union and the States.

Education requires both national coordination and local administration.

For example, certain questions relating to educational standards, national institutions, national policy and coordination across the country require involvement at the Central level. At the same time, matters such as school administration, teacher deployment, State curricula, local educational infrastructure and implementation of programmes require significant State involvement.

This shared approach reflects the broader constitutional principle of cooperative federalism in India, under which the Union and States work together in areas where governance responsibilities overlap.

Explore LawBhoomi's free law library for students and lawyers.

Visit Library →

Thus, educational governance in India operates through cooperation rather than a completely rigid separation of powers.

What Is the Role of the Central Government in Education?

The Central Government performs several important functions relating to education. Its role extends beyond merely funding educational programmes.

Formulation of National Education Policy

One of the most important functions of the Central Government is the formulation of national educational policy.

National policies establish broad objectives relating to educational access, quality, curriculum reform, higher education, vocational education, teacher development, research, technology and institutional governance.

The National Education Policy, 2020 is an important example. Its implementation involves the Union Government, State Governments, education departments, regulatory bodies, NCERT, SCERTs, educational institutions and other authorities.

However, formulation of a national policy does not mean that every educational decision is made exclusively by the Central Government. Implementation frequently requires action by State Governments and institutions operating under State authority.

Coordination and Maintenance of Educational Standards

The Union has an important constitutional role in relation to coordination and standards in higher education.

Entry 66 of the Union List deals with coordination and determination of standards in institutions for higher education or research and scientific and technical institutions.

Consequently, while education generally falls within the Concurrent List, certain matters concerning national standards in higher education fall specifically within Union competence.

Explore the latest legal opportunities for law students and lawyers.

Explore Opportunities →

The relationship between the Union List and Concurrent List is therefore particularly important in understanding higher education regulation.

Establishment and Support of National Institutions

The Central Government establishes, finances or administers several institutions of national importance and central educational institutions.

These include institutions created under Central legislation and institutions whose national character requires administration or coordination at the Union level.

Such institutions contribute to higher education, technical education, scientific research, professional education and development of national academic standards.

Financial Support to States

Educational development requires considerable public expenditure. The Central Government therefore provides financial support for educational programmes through grants, centrally sponsored schemes and other funding arrangements.

Such financial assistance may support:

• School infrastructure and learning facilities: Central funding may assist States in constructing classrooms, developing learning facilities, improving sanitation and strengthening educational infrastructure.
• Teacher training and capacity building: Financial support may be used for professional development, teacher education and administrative capacity.
• Access to education: Programmes may focus on enrolment, retention and participation of children from socially and economically disadvantaged backgrounds.
• Digital education: Central schemes may support technology-based learning, digital infrastructure and online educational resources.
• Higher education reforms: Financial assistance may also support universities, colleges, research institutions and quality improvement initiatives.

However, States also allocate substantial resources from their own budgets for education.

Curriculum and Academic Support

National bodies such as the National Council of Educational Research and Training perform important academic and advisory functions.

NCERT develops national curricular frameworks, educational materials, research and academic guidance. State bodies such as SCERTs may develop State-level curricular frameworks while working within the broader educational framework.

This arrangement permits national coordination while also allowing State-specific educational content.

Teacher Education and National Standards

The Central framework also plays an important role in teacher education and professional standards.

Teacher qualifications, training frameworks and institutional standards require coordination because teacher quality directly affects educational quality across different States.

At the same time, actual recruitment, posting, service conditions and administration of teachers in State institutions are largely managed by State Governments under applicable laws and service rules.

What Is the Role of State Governments in Education?

State Governments form the administrative backbone of much of India’s school education system.

Their responsibilities extend from establishment of institutions to implementation of educational policies at district and local levels.

Establishment and Administration of Government Schools

State Governments establish and operate large numbers of government schools.

Their functions generally include:

• Development of educational infrastructure: States establish schools, classrooms, laboratories, libraries and other facilities required for education.
• Administration of schools: State education departments supervise government institutions and coordinate district and block-level administration.
• Teacher management: States appoint, deploy and manage teachers according to applicable recruitment and service rules.
• Educational resources: Textbooks, learning materials and instructional support are commonly provided through State systems.
• Implementation of educational schemes: Both Central and State programmes are implemented through State administrative machinery.
• Monitoring educational outcomes: States track enrolment, attendance, learning outcomes and institutional performance.

State Education Departments

The State Department of School Education generally performs policymaking, supervision and monitoring functions within the State.

Administrative structures may include directorates of education, district education officers, block-level authorities and institutional heads.

This decentralised structure enables the State Government to implement educational programmes across different geographical and social conditions.

State Boards and Examination Authorities

States commonly establish school education boards or examination authorities responsible for matters such as:

• conducting secondary and senior secondary examinations;
• prescribing examination frameworks;
• certification of students;
• academic administration; and
• affiliation or recognition functions where applicable.

These bodies allow States to manage school-level assessment and certification while operating within the larger national educational framework.

State Curriculum and SCERTs

State Councils of Educational Research and Training play an important academic role.

SCERTs may develop State-level curricular frameworks, textbooks, teacher-training programmes and academic materials while taking into account national curricular principles and local requirements.

This allows education to reflect regional languages, culture, social conditions and State-specific educational needs.

Teacher Recruitment and Management

Teacher administration is one of the largest responsibilities of State Governments.

Depending on the applicable legal and administrative framework, States deal with matters including:

• recruitment of teachers;
• qualifications subject to applicable national standards;
• posting and transfers;
• salaries and service conditions;
• promotions;
• disciplinary proceedings;
• training and professional development; and
• teacher availability in schools.

The Central Government may prescribe or coordinate certain standards, but implementation largely takes place through State educational machinery.

What Are the Shared Responsibilities Under the RTE Act?

The Right of Children to Free and Compulsory Education Act, 2009 provides one of the clearest examples of shared responsibility between the Centre and States.

The Act gives statutory effect to Article 21-A, which guarantees free and compulsory education to children between six and fourteen years of age.

The constitutional development of the right to education has also been shaped by important judicial decisions. The landmark cases on the Right to Education in India explain how education evolved from a Directive Principle into an enforceable fundamental right.

Financial Responsibility

Section 7 of the RTE Act provides for concurrent responsibility of the Central Government and State Governments for providing funds necessary for carrying out the provisions of the Act.

This is significant because the constitutional promise of elementary education cannot be implemented merely through legislation. Schools require teachers, classrooms, educational materials, administrative structures and financial resources.

Responsibilities of the Central Government

Under the RTE framework, the Central Government performs functions relating to areas such as:

• financial support within the statutory framework;
• development of a national curriculum framework;
• development and enforcement of standards relating to teacher training; and
• provision of technical support and resources for research, planning, innovation and capacity building.

Responsibilities at the State and Local Levels

State Governments and appropriate authorities perform the operational functions required to make elementary education accessible.

These responsibilities include ensuring availability of schools, infrastructure, teachers, educational access and implementation of statutory norms.

Local authorities also have responsibilities under the RTE framework, which demonstrates that education administration extends beyond the Central and State Governments.

What Is the Role of Directive Principles in Educational Governance?

The Directive Principles of State Policy provide an important constitutional foundation for educational development.

Article 41 refers to the State’s responsibility, within the limits of its economic capacity and development, to make effective provision for education among other matters.

Article 45 requires the State to endeavour to provide early childhood care and education for all children until they complete six years of age.

The difference between Article 45 and Article 21-A is important. Article 21-A creates an enforceable fundamental right for children aged six to fourteen years, whereas Article 45 continues to operate as a Directive Principle concerning early childhood care and education.

Article 46 of the Constitution further requires the State to promote the educational and economic interests of weaker sections, particularly Scheduled Castes and Scheduled Tribes.

These provisions influence educational policy at both Central and State levels.

What Is the Role of State Governments Under NEP 2020?

The National Education Policy, 2020 places substantial emphasis on State-level implementation.

It envisages State Governments and Union Territories adopting reforms in areas such as school governance, curriculum, institutional restructuring, teacher development and regulation.

For instance, the Policy proposes school complexes or clusters to improve sharing of resources, governance and educational facilities. Such clusters can facilitate sharing of teachers, laboratories, libraries, counsellors and other resources.

The Policy also distinguishes between policymaking, administrative operations and regulatory functions at the State level.

Therefore, NEP 2020 does not treat States merely as implementing agencies. States remain important participants in educational policymaking, governance and institutional reform.

What Is the Role of the Central and State Governments in Higher Education?

Higher education involves another combination of Central and State responsibilities.

State Governments establish and administer State universities and colleges under State legislation. They may provide funding, appoint authorities according to applicable law and determine administrative policies within the constitutional framework.

The Central Government, on the other hand, has a particularly important role in matters concerning coordination and determination of standards in higher education under Entry 66 of the Union List.

This creates an important constitutional distinction.

A State may exercise legislative authority concerning universities and education under Entry 25 of the Concurrent List, but that authority remains subject to relevant Union List entries concerning higher educational standards.

Central universities and institutions of national importance are also governed through Central legislation and Union-level administrative structures.

What Happens if Central and State Education Laws Conflict?

Because education is a Concurrent List subject, both Parliament and State Legislatures can legislate within their respective constitutional powers.

Where a Central law and State law operating within the Concurrent List are inconsistent, the constitutional rules relating to repugnancy become relevant.

Article 254 of the Constitution broadly provides that where a State law is repugnant to a Parliamentary law on a Concurrent List matter, the Parliamentary law ordinarily prevails and the State law becomes void to the extent of the inconsistency.

However, Article 254(2) creates an important exception where a State law concerning a Concurrent List matter has been reserved for consideration of the President and receives Presidential assent. Such a State law may prevail within that State.

Parliament nevertheless retains the power to subsequently override such a State law by making further legislation.

This constitutional mechanism is part of the wider distribution of legislative powers under Articles 245 to 255.

What Is the Role of Local Authorities in Education?

Educational administration also involves local authorities.

Under the RTE Act, local authorities are assigned responsibilities relating to elementary education.

Depending on State legislation and administrative arrangements, Panchayats, Municipalities and other local authorities may participate in matters such as school monitoring, infrastructure, enrolment and local educational planning.

This decentralisation is important because many educational challenges are local in nature. Availability of teachers, school accessibility, attendance, infrastructure and community participation often require district, block and village-level action.

How Do the Centre and States Work Together in Education?

The relationship between the Central and State Governments in education is based on a combination of legislative authority, administrative responsibility and financial cooperation.

Several areas require continuous cooperation, including:

• Policy implementation: National educational policies frequently require State legislation, rules, administrative action and institutional changes.
• Educational funding: Major programmes may involve financial contributions from both levels of government.
• Academic standards: National standards must often be implemented through State institutions and educational authorities.
• Teacher development: National frameworks require State-level recruitment, training and professional development mechanisms.
• Data and monitoring: Educational planning depends on coordination between Central, State, district and institutional authorities.
• Access and inclusion: Programmes for children from disadvantaged groups require both national financial support and effective local implementation.

This relationship is part of the broader framework governing relations between the Union and States under Part XI of the Constitution.

Difference Between the Role of Central and State Governments in Education

Importance of Centre-State Cooperation in Education

Education cannot be effectively governed through excessive centralisation or complete decentralisation.

National coordination is necessary to maintain educational standards, mobility of students, professional recognition and broad educational goals. At the same time, India has significant linguistic, geographical, economic and social diversity.

State Governments are better placed to respond to many local educational needs.

A balanced system therefore allows the Centre to coordinate national objectives while enabling States to design and administer education according to regional requirements.

This is the practical significance of placing education in the Concurrent List and applying the principle of cooperative federalism to educational governance.

Conclusion

The role of Central and State Governments in education in India is based on shared constitutional responsibility. Education is primarily governed through Entry 25 of the Concurrent List, while certain specialised matters, particularly coordination and determination of standards in higher education, remain within Union competence.

The Central Government plays an important role in national educational policy, coordination, standards, national institutions, financial support and nationwide educational programmes. State Governments carry much of the responsibility for administering schools, managing teachers, operating State educational institutions, implementing programmes and responding to local educational needs.

The RTE Act further demonstrates this shared structure by expressly recognising concurrent financial responsibility of the Centre and States. Constitutional provisions such as Articles 21-A, 41, 45 and 46 also establish the broader legal foundations for educational access and development.

Thus, Indian education is not administered exclusively by either the Centre or the States. Its legal and administrative framework is based on cooperative federalism, in which Central, State and local authorities perform distinct but interconnected functions to provide accessible and quality education across the country.