Purpose: The problem of transforming public education policy through the conceptualization of the strategy of human centrality in the mechanism of the functioning of legislation and law enforcement practice simultaneously affects both educational and educational aspects. At the moment, systemic approaches to organizing management in the field of education based on human centrality are heterogeneous, management mechanisms are not integrated, the conceptual apparatus has not been worked out, the content of human centrality, in whatever version it is considered, is not obvious. This indicates the need to develop a methodology for human centrality in both managerial and legal aspects. Methods: dialectic, hermeneutics, formal-legal, systemic and doctrinal methods. Results: The human focus on the state agenda concerns not only reformatting approaches to assessing a person and his significance for the functioning of society and the state, but also approaches to organizing the management of social life sectors, orienting them to the needs of achieving a certain quality of life and the development of human potential, which creates fundamentally new conditions for the development of education as a value, as a social institution, as a subjective right, as a service. The promotion of the concept of human centrality should be comprehensive and based on a semantic approach to law. Discussion: The article is aimed at conceptualizing the strategy of human centrality as the basis for the transformation of state policy in the field of education, linking it with the value of man as a concept in the framework of legal anthropology and jurisprudence of human rights, which involves an analysis of law from the standpoint of its humanitarian dimension, which gives the development of legislation, law enforcement, legal education and education socially sound and humanistic character.