2a:T4eb,

India's educational system is modelled on the mass education system that developed in the 19th century in Europe and later spread around the world. The goal of the system is to condition children as 'good' citizens and productive workers. This suited the industrial age that needed the constant supply of a compliant work force with a narrow set of capabilities. Our educational institutes resemble factories with bells, uniforms and batch-processing of learners, designed to get learners to conform. But, from an economic point of view, the environment today is very different. It is a complex, volatile and globally interconnected world.

With reference to the above passage, the following assumptions have been made:

India' continues to be a developing country essentially due to its faulty education, system.
Today's learners need to acquire new-age skill-sets.
A good number of Indians go to some developed countries for education because the educational systems there are a perfect reflection of the' societies in which they function.

Which of the above assumptions is/are valid?

2b:T54f,

Correct Option (B)

Assumption 2 is valid. The passage highlights a significant disparity between India's existing education system, designed for an industrial-age workforce with a narrow skill set, and the demands of the contemporary economic environment. It characterizes the present world as "complex, volatile and globally interconnected." This contrast implicitly suggests that learners today require updated, "new-age skill-sets" to effectively navigate and contribute to such an environment, moving beyond the conformity and limited capabilities fostered by the older model.

Incorrect Options:

Assumption 1 is not valid. While the passage critically evaluates India's education system, it does not establish a direct causal relationship stating that this system is the fundamental reason for India's status as a developing country. The critique focuses on the system's inadequacy for the current economic landscape, not its role in national development status.

Assumption 3 is not valid. The passage does not provide any information regarding Indians pursuing education in developed countries, nor does it comment on the reflective quality of educational systems in those nations. Therefore, this assumption cannot be inferred from the provided text.