We know why they are failing, but we don't
know what to do about it. You tell us in very
simple language what to do. Leave out all the
educational jargon. We need guidance and
practical suggestions. We will try to follow
your theory into practice in our classrooms.
Some teachers also felt that it would be
unprofessional not to at least make an
attempt. (46)
The Kothari Commission was very important for Anglo-Indian
education as it created an impetus for change in the
schools, the consequences of which are still subject for
debate today. However, it was not the only major report.
The next section discusses the 1979 Document issued by the
NCERT on making a curriculum work for the good of a
community.
3.4. Socially Useful Productive Work Curriculum (SUPWC)
(1979)
In 1979, The National Council of Educational Research and
Training (NCERT) published a document. This discussed
evaluation of the Socially Useful Productive Work
Curriculum (SUPWC). The SUPWC Report stressed the
necessity for work experience being linked to the
curriculum and the needs of the wider community. All
students undertake work experience by 16+.
By 1990, the needs of the Anglo-Indian community were still
not being met by the schools. The work experience offered
to Anglo-Indian students was often ineffective or
inappropriate. Anglo-Indian schools had not evaluated the
SUPWC initiative. No policy existed in Anglo-Indian
schools in 1990 for addressing this specific educational
need of Anglo-Indian pupils. (47) This record of failure
to provide useful work experience opportunities for Anglo-
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