Indian ethnicity and the parents' economic level.
Second, the English language education policy is not
dictated by the needs of Anglo-Indians who need to learn it
as a mother tongue. The language policy is dictated by the
needs of wealthy Indians who want to learn English as a
second language. The language policy in Anglo-Indian
schools has created an inequality in years of schooling for
Anglo-Indians. They fail to pass Indian language
examinations and drop out of school in large numbers or
fail at 16+ or 18+ and cannot enter further or higher
education.
Third, the religious education policy of these Christian
schools has not enabled Anglo-Indian Christians to
understand and/or integrate with other Indians who are
Hindus, Muslims, Parsees, Buddhists or Jains.
As was indicated in the discussion of this chapter, these
issues can only be understood within their historical
context. The next chapter begins this task and describes
the beginnings of the Anglo-Indian community in the
fifteenth century.
41
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