The name is absent

about time table lines. It does not require resource
support. The theory-practice model is not politically
motivated. It has been created to increase learning and
achievement levels for Anglo-Indian students.

The Anglo-Indian schools are in the hands of Anglo-Indian
Boards of Management, which have their roots in politics.
The first issue of solidarity in the community is linked
to the implementation of this theory-practice model. It
is the interpretation of the thesis that the disadvantage
has been identified and the model can increase
achievement levels.

At this point the chapter is suggesting that the
implementation depends on the Anglo-Indian associations
planning and coordinating a social process which will
involve large numbers of people. The three issues of
ethnicity and size, Indian languages and ethical
pluralism are important in the educational innovation
demanded by the theory-practice model.

There are four benefits to be derived from adoption the
model. The model expects

to improve the education of Anglo-Indian pupils;
to encourage individual teachers to plan Action
Research and Case Studies in the socio-practical
field of their own classrooms;

to provide continuing development of the
professional knowledge in the language and religious
education curriculum;

to clarify the Anglo-Indian school's philosophy,
aims and objectives so as to better educate Anglo-
Indians to take their place in Indian society.

The next chapter is the conclusion. It will pull the
threads of this thesis together. The historical evidence
(chapters 1-4), the data collected from the field study

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