The name is absent

discussion above Ch. 4 pp.141-45).

2. Feedback must be offered to all participating Anglo-
Indian schools within the organisation, to facilitate
professionals to achieve co-operation rather than
conflict.

These recommendations will pose a problem for leadership,
particularly since the role of Anglo-Indian school is
linked to politicians, who either own the schools, or are
influential Chairmen of the Management Boards. Anglo-
Indian schools must be encouraged to reassert themselves
as community schools, freed from non-professional or
political interference. What the schools now need is a
participatory model of management. The hierarchy should
be recognised by all the groups as legitimate. This
elected hierarchy would not adversely affect the autonomy
of the professionals.

The future of Anglo-Indian schools lies in the hands of
Anglo-Indian professionals and not Anglo-Indian
politicians. The reason lies in the conflicting roles of
educationists and politicians in the context of Anglo-
Indian education. The commitment to organisational goals
and concern with advancement for the educationist would
be related to the school, but with the politician the
advancement is related to a nominated seat in the State
Legislative Assembly or Indian Parliament.

It will mean returning the schools to the professionals.
The research interviewed eleven Principals and four
Headmasters of Anglo-Indian schools. The role of the
Principal includes management, administration and whole
school development. The Headteachers are usually
responsible for the curriculum, pastoral care, staff
development, community links and examinations.

367

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