The name is absent

Anglo-Indian schools and the political representatives of
the community were unable, or unwilling, to identify the
reasons for the crisis.

The community is represented in Parliament by two
Anglo-Indian Members of Parliament who are nominated by the
President of India. Each State had a nominated
Anglo-Indian Member of the State Legislative Assembly.
Therefore, on a political plane, the Government of India
had done what it could to protect this minority community.
But, even with a protected power base and voice in
Parliament and the State Legislatures, the educational
disadvantage has continued, with large numbers of Anglo-
Indians failing to gain any academic qualifications at 16+
or 18+. (11)

Such disadvantage was apparent to the international
community of Anglo-Indians and the Anglo-Indians in Indian
slums. The disadvantage seems to have completely escaped
the Anglo-Indians who were the educationists,
administrators and managers of the schools. (12)

The schools were unable to deliver the curriculum to Anglo-
Indians, for whom the schools existed. This makes the
Anglo-Indian schools unequal for Anglo-Indians. In 1990,
the chances of attaining much or little schooling depended
on one's economic level. The "cycle of disadvantage"
caught the community in its grip, because

... unsuccessful parents will inevitably pass
along some of their disadvantage,

and this disadvantage is an endless cycle. (13)

A more effective and appropriate Anglo-Indian education for
the 1990s would increase the academic achievement levels of
Tknglo-Indian students. To consider this educational change
for Anglo-Indians in isolation from the Indians is

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