The name is absent

change via an educational theory-practice which provides
for accountability (c.f. see discussion below Ch. 9. p.331
and p.339). This would create a more egalitarian and
liberating educational experience for Anglo-Indian
students, and also offer them a

. . . democratic participation in social life
and an equal claim to the fruits of economic
activity. (25)

Anglo-Indian schools currently use the 10+2 formula (ten
years of primary and secondary education, plus two years of
Further Education). In the researcher's opinion this
programme could be expanded to 10+2+3 (the three years
extra years are Higher Education). These figures are
known as the Indian Educational Formula. (26) This would
increase the opportunities to Anglo-Indians to pursue
Higher Education in the supportive environment of their
own ethnic minority schools and colleges.

3.1. The size statistic and ethnicity

The issue of size and ethnicity is linked to the formation
of group belongingness. Group cohesiveness has
far-reaching and significant implications for the
Anglo-Indian schools because,

... without at least a minimal attraction of
members to each other a group cannot exist at

all. (27)

Schools which are dependant upon the Anglo-Indians to
maintain and manage need groups which are cooperative and
interdependent. Otherwise, educational policies which
affect the education of Anglo-Indians will suffer.

The next section describes the meaning that size and

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