Access to schooling for those coming of school age is close to universal, but access to quality exhibits a sharp gradient with socio-economic status. Quotas for the weaker sections in private schools is a provision introduced by the Right of Children to Free and Compulsory Education Act, 2009. The quotas have imposed a debate on issues of social integration and equity in education that private actors had escaped, by and large. The idea of egalitarian education system with equality of opportunity as its primary goal appears to be outside the space that private school principals inhabit. Therefore, the imposition of the quotas has led to resistance, sometimes justified.

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

1. Making equality of opportunity a reality is the fundamental goal of the Indian education system.
2. The present Indian school system is unable to provide egalitarian education.
3. Abolition of private schools and establishment of more government schools is the only way to ensure egalitarian education.

Which of the above assumptions is/are valid?

The correct option is 2 only.

Let us analyze the validity of each assumption step-by-step based on the provided passage:

Analysis of Assumption 1: "Making equality of opportunity a reality is the fundamental goal of the Indian education system."
The passage mentions that the "idea of egalitarian education system with equality of opportunity as its primary goal appears to be outside the space that private school principals inhabit." However, the passage does not state or imply that making equality of opportunity a reality is the fundamental goal of the entire Indian education system. It only discusses the provision of quotas in private schools introduced by the Right of Children to Free and Compulsory Education Act, 2009, and the resistance towards it. Therefore, Assumption 1 is not a valid assumption that can be directly derived from the passage.

Analysis of Assumption 2: "The present Indian school system is unable to provide egalitarian education."
The passage explicitly states: "Access to schooling for those coming of school age is close to universal, but access to quality exhibits a sharp gradient with socio-economic status." It also highlights that the idea of an egalitarian education system with equality of opportunity is outside the space inhabited by private school principals, and that the imposition of quotas (meant to address this inequity) has faced resistance. Since access to quality education is highly dependent on socio-economic status and private school leadership resists social integration/equity measures, the current system is indeed failing to provide an egalitarian education. Thus, Assumption 2 is valid.

Analysis of Assumption 3: "Abolition of private schools and establishment of more government schools is the only way to ensure egalitarian education."
The passage discusses quotas for weaker sections in private schools as a policy measure under the Right of Children to Free and Compulsory Education Act, 2009. It does not advocate for or even mention the "abolition of private schools" or state that establishing more government schools is the "only way" to ensure egalitarian education. Extreme terms like "only way" are generally invalid unless explicitly supported by the text. Therefore, Assumption 3 is not valid.

Conclusion: Since only Assumption 2 is valid, the correct option is "2 only".