Education has always remained very vibrant issue since ages regarding deciding its beneficiaries. Keeping aside the informal education, the formal education since its inception discerned its acute sensitivity to include everyone in the system. The Educational system of the countries with ancient civilizations vindicate this stand when they allowed restricted number to participate in the endeavor based on their cast, class or intellect. This trend due to certain political, social, economic and historical factors continued for centuries unabated. After meeting the devastating consequences of the two world wars within short span of time and subsequent initiation of the decolonization phase might worked as a potent factor for the UNESCO to select education as a fundamental human right in order to create harmonious and peaceful world in the future. Since then, all countries of the world are trying their best to achieve the target of universalization and it got accelerated after the Jomtien Conference of ‘Education for all’ in 1991 backed up UNESCO, UNDP, World Bank etc. In the reference of the above stated development, this paper aims to critically examine the efforts of India in fulfilling its commitment to ensure education for all in Jomtien through exploring the issues of accessibility, affordability and accountability on the implication level. The method of the study was qualitative and theoretical in nature. The findings were generated based on comprehensive review of research papers related with performance of Indian state in universalizing the education at different levels. The study got concluded by identifying gaps and giving suggestions which could help the state to ensure participation of all in education at both qualitative and quantitative manner.