Universal access to quality education means far more than every child having a seat in a classroom. It requires trained and motivated teachers, a curriculum that develops genuine understanding rather than rote memorisation, safe and adequately resourced school infrastructure, and a system of regular, meaningful assessment that identifies and responds to learning gaps before they widen. Without all of these functioning together, mere enrolment numbers can mask a crisis of actual learning.

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

1. Enrolment numbers alone can conceal a genuine learning crisis.

2. Rote memorisation is sufficient for genuine understanding.

Which of the above assumptions is/are valid?