The name is absent

associations in managing their own schools. These were
related to:

-    Goal identification for Anglo-Indians;

-    Implementation and outcome of educational

strategies and policies to eliminate
disadvantage for Anglo-Indians;

-    In-Service Training for Anglo-Indian teachers

to improve their educational qualifications;

-    Appraisal of all teaching staff;

-    Accountability to the community.

It is the interpretation of the thesis that the conflict
and fragmentation of the Anglo-Indian community have
given different schools different goals in dealing with
the issues of size, language and religion.

Some schools have attributed different priorities to
these issues, or have been unable to define these issues
which have any operational meaning (c.f. discussion above
Ch. 4 p.143-4. See Appendix 1 Profile Nos.509 p.412 and
583 p.414). Since these three issues are so unclear to
the Anglo-Indian associations, the processes of teaching
and learning are clouded in ambiguity.

The thesis is also arguing that the conflict has
reinforced boundaries between the schools administered by
different associations. Thus, the schools fall back to a
defensive position from which they perhaps use their
claim to professional autonomy to fight off demands for
accountability (c.f. discussion above Ch. 4 p.143 and
p.149. See Appendix 1 Profile No. 100 p.387).

Thus, it can be argued that the fundamental importance of
unclear membership of the community is affecting
educational goals in Anglo-Indian schools. The notion of
membership of Anglo-Indian association is ambiguous. The
fragmentation of the community is existing within a

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