The name is absent

3. Indian Government Policies and Reports (1947-1990)

It would be sensible to begin this section with a view of
what is meant by the word 'curriculum'. A broad
perspective of curriculum can be described as all the
learning opportunities provided by a school for a pupil.
This would include the formal programme of lessons and the
'extra curricular' activities which are promoted and
supported by the school.

Curriculum would also include the quality of life
established in a school community, the relationships,
attitude and behaviour of the teachers and students, thus
this aspect would also include the Personal and Social
Development of a student. (23)

In analytical terms the curriculum in an Anglo-Indian
school in 1947 had a syllabus which was too limited for
Anglo-Indians, and all the opportunities to learn were not
always present for Anglo-Indian students. This is still
largely true today. The language curriculum and the
religious education curriculum have failed to help Anglo-
Indians to integrate with other Indians. The language
curriculum outcomes for Anglo-Indians have also resulted in
failure to complete ten or twelve years of schooling.

3.1. The significance of learner choice and curriculum
outcomes: Anglo-Indian educational policies (1947-1990)

The Anglo-Indian Survey Committee's Report 1957-58,
occasionally called The Baptist Mission Report, stated
that out of 1207 individuals (592 males and 615 females),
only 5 males were graduates, and 316 males and 439 females
had not completed their secondary schooling by passing the
matriculation examination at 16+.

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