1. What are the dimensions of Right to Education under contemporary Human Rights Jurisprudence and discourse? 2. What is the current state of education in Bangladesh? How is this right interpreted in Bangladesh? 3. Education v. Effective Education: what impact do the diverse streams of education in Bangladesh have on developing the people as conscious citizens? How effective is the system in ensuring human development? 4. What are the human rights implications of the current system of education? 5. How does this diversity fail to fulfil the conditions of equality and non-discrimination as part of Right to education? 6. What are the legislative and policy gaps that create such situation? What can be the possible solutions to this scenario? 1.3 Methodology of the Study The study adopts an analytical and critical evaluation of the existing scenario on the basis of existing literature, policy analysis and comparative scrutiny. In doing so, the materials have been collected from relevant sources, including interviews with concerned quarters. The primary sources are the legislations, policies, and instruments (national and international) while the secondary sources have been various reports, evaluations, and scholarly articles. It is pertinent to mention that, keeping in mind the fact that this study focuses on an issue that has been a subject of popular debate for a long period of time in the national discourse, the study from time to time refers to public opinion and people’s perception on the existing system and its effects. In doing so, reference has been drawn to various public forums such as social networks and online platforms. We believe they are vital sources of understanding and analyzing the popular outlook. 1.4 Limitations of the Study: The study cannot be taken to be having singular authority over the issue. This study has been conducted pursuant to the conditions and stipulations mentioned by the National Human rights Commission, Bangladesh. The study has been completed within a short time span and hence extensive or exhaustive survey has not been possible. In analyzing the diverse streams, the study has focused principally on the institutional streams i.e. the Board curriculum, the madrasa curriculum and the English medium curriculum. The other streams have been mentioned but not Page | 10