classroom environment should enable students to learn how
to learn.
The singularly most important aspect of this report for
Anglo-Indian schools is the percentage of time suggested
for the teaching of language(s), namely:
At the Primary Stage: 30%
At the Upper Primary Stage: 32%
At the Secondary Stage: 30% (51)
It can be argued that the Anglo-Indian schools must ensure
that a link is established between the classroom and its
formalized set of curricular topics and the world of work.
The world of work is a world of communication. If the
Anglo-Indians are ineffective communicators in Hindi and an
Indian state or regional language the schools are failing
to address the issues raised by the NCERT Report.
Anglo-Indian schools should undertake a continuous and
comprehensive evaluation of the curriculum. The report
stresses the evaluation of the curriculum offered in an
Anglo-Indian school. This means that Anglo-Indian schools
must monitor the formal curriculum which is concerned with
knowledge, that is, quantity and content. The schools must
also evaluate the informal curriculum, that is, the non-
verbal and verbal cues that accompany knowledge or the lack
of knowledge. (52)
In order to meet the requirements for curriculum change, as
advocated in the 1988 NCERT report, the goal achievement of
Anglo-Indian schools is to create a motivating environment
for Jknglo-Indians to succeed at 16+.
The report does not discuss a framework for curriculum
change post 16. The processes of learning, improving the
effectiveness of learning for all Anglo-Indians, and
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