I mentioned only upto 5th class more clearly above. Now, coming to higher school education (post 6th class) and latter studies, the following approaches may help better.

For example, if we teach history, we should teach INDIAN history upto 10th class as part of social studies and at higher level, along with it, international history too. History doesn't mean great ruling, it also includes administration, affection of king towards his people, construction of knowledge centers, conducting religious, political and knowledgeable debates, encouraging or demolishing other cultures/ religions and many more. Hence, we should prepare students with all the information about a king in all the above contexts. Then, we have to give or send them to field work at every stage regarding all those kings such that they can develop skills of management, patriotism, constructive approaches over destructive etc., Not only that, current Indian and international affairs and how these past approaches can be a solution to present problems and situations. For example, if a city is not well designed in the past due to which if we are not able to manage today's traffic, drainage systems, administration issues, cultural or religious issues, in that case the above way of preparation (how previous historical strategies) do help in finding answers, should be taught or expected at the end of the course. 

Similarly, coming to geography, climatic conditions, staple food, survival approaches in those situations etc. of all those places should be taught well such that in long run how to survive in those conditions if the present atmospheric situations go adverse or how to develop agriculture or generation of energy in those conditions etc. should be described. 

Similarly, Civics and Economic should be taught with field work. This helps them to find solutions in failed conditions. 

Similarly, physics, chemistry and biological sciences courses should be designed with more of practical classes related to those fundamental phenomena are taught. 

Even the examination papers should be designed with 50-75% field work output and their understanding and solution to a particular situation. Rest of the 25-50% examination should be theory.

This approach will finally make them self-reliant by the end of 10th class and 12th class such that they can make their careers according to their wish instead of parent's force and commercialization of education due to corporates in education sector.

Indeed, teaching of current affairs in the above manner will even give us good administrators in long-run making us a better economy and eventually peace and prosperity. Not only that, it will make us an ambassador of peace to the world countries in a much better shape than present.

Similarly how PhDs in mathematics, physics, chemistry and biology do research against hypothetical situations with more of realistic situations, PhDs in history, civics, politics, economics, archeology etc. should also present couple of chapters about failed or successful of certain countries and how can be applied to Indian or any other economies. This way we can become self-reliant and self-sufficient with intellectuals, mitigation strategies etc. 

Finally I say, Solutions are more important than protests or political debates or black-mailing or blame-games or brain-washing future citizens or instilling fear them about their career.