The current education system is a representation of one such assumption. The assumption being that education needs to be delivered through a centralized administrative apparatus that propagates that all knowledge starting from the galaxies to how plants grow to history resides in a teacher who is required to deliver this (in the form of information) to children who need to be ‘schooled’ to reproduce the same.
This model of education over-emphasizes literacy and numeracy skills as the key indicators of an ‘educated’ nation with an educational delivery structure that does not take into account the essential interconnectedness of life and the role of human society within it rendering the role of the key stakeholders passive.
The need of the hour is to revisit the very assumption of what a school means or does to a society and the nature of processes that goes into making a school.
For a geo-culturally diverse country like India the expectation from the education system needs to be primarily articulated by the community which is the key stakeholder in the entire system. This implies the necessity of creating/strengthening structures that allow this articulation to happen. Such community structures would need to constructively and consistently engage with the education system to engender a change in the way decisions are taken with regard to management of schools and the learning systems, especially
• the manner in which learning is perceived by society
• the mechanisms/structure and the environment which enables learning
• what comprises the content of learning