The name is absent

The concluding Chapter 10 pulls the threads of this thesis
together. There are six main conclusions:

- Identification of new groups of Anglo-Indians;

- Anglo-Indian associations should create a
solidarity;

- A Central Board of Management for all Anglo-
Indian schools with professionals instead of
politicians as administrators;

- Anglo-Indian schools should be accountable
to the Anglo-Indian community;

- The researcher's theory-practice model for
Anglo-Indian schools to eliminate
disadvantage among Anglo-Indian students
should be implemented.

- Anglo-Indian University Colleges affiliated
to Indian Universities should be built.

This thesis also makes six recommendations in relation to
these conclusions. Suggestions are also made for future
research into the Anglo-Indian community. (14)

5. Conclusions

This chapter has explored the argument of the thesis
namely, that the general disadvantage in the Anglo-Indian
community is rooted in their own Anglo-Indian schools.
There are three crucial issues in the argument.

First, the Anglo-Indian community is unable to establish
who is an Tknglo-Indian. There are debates about the
ethnicity and size of the Anglo-Indian community. This has
affected the implementation of egalitarian educational
policies for all Anglo-Indian schools. Thus, Anglo-Indian
education is highly unequal. The chances of attaining much
or little schooling is dependent on establishing Anglo-

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