The name is absent

released to introduce an induction course for Anglo-
Indians. An incentive allowance should be offered to
teachers who are responsible for the course.

RECOMMENDATION 4

ETHICAL PLURALISM AND INTEGRATION INTO INDIAN SOCIETY:
ADOPTING THE THEORY-PRACTICE MODEL

1. Ethical pluralism could be introduced during creative
and practical activities. Mime, dance, drama, music, set
designs, costume-making, carpentry, metalwork, drawing,
painting and puppet-making, could all be learning
environments for introducing stories about religions.

The keyword is sharing in a doing and knowing learning
environment. Aspects of personal and social education
would exist in areas of creative and practical
activities .

2. Anglo-Indian schools have a natural resource base in
the school to introduce ethical pluralism into the
classroom. This resource lies in the students who are
Buddhists, Christians, Hindus, Jains, Jews, Muslims and
Parsees.

RECOMMENDATION 5

A CENTRAL BOARD OF MANAGEMENT FOR ALL ANGLO-INDIAN
SCHOOLS: THE PROFESSIONALS AS ADMINISTRATORS

1. There should be participation of all teachers in
selecting representatives either from a state or region.
The ultimate accommodating technique would be the role of
the professional as administrator. This would:
(i) encourage external representation;

(ii) legitimise hierarchy;

(iii) help to ensure that professional autonomy would not
be restricted by bureaucratic formalisation dictated
to by powerful, ambitious politicians (c.f.

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