When a state takes responsibility for educating its people, the aims of education become a political as well as a philosophical question, and when that state endorses an open society the political debate becomes a popular debate. As the twentieth century progressed some states took their responsibility seriously enough to stipulate the curriculum in their schools with varying degrees of rigidity. For obvious reasons, totalitarian states are more likely to impose a detailed curriculum, but they are not alone.114 Let us discuss the aspects of differentiated curriculum and its impact upon the diverse students: Madrass Madrassa Students Prior to the NEP 2010, the Madrassa Board shared a different syllabus for the same courses with the national curriculum. Under the new policy, the courses now share the same syllabus with the same set of books to be introduced from 2015. However, regarding the examination, the Madrasa board opted to set off the pressure on the students by minimizing the examination on Bangla and English languages: where the National Curriculum students sit for 200 marks exams (divided into 2 papers), the madrassa students sit for 100 marks exam. The syllabus is the same, but the marks allocation is less than the Board examination. The notion of discrimination and enjoying less privilege in comparison to the Board students stems not as much from the outlines of the curriculum as from the institutional structures and facilities, outlooks and opportunities. From the personal accounts of a madrassa student who completed his post graduate studies in Law from the University of Dhaka, the Madrassas do not enjoy the same standard of teaching excellence and logistics support everywhere. In many places in Bangladesh, specially in the town and upazilla level, the small scale madrasaas administer their examination on a central basis: the question papers are set by a central authority (in most of the cases that is a well reputed madrassa situated in the district level) and all the madrassa students answer the particular question, albeit they belong to different institutions with different classroom experience. Only the reputed madrassa with string logistics have their own staff set the questions. 114 Martin Johnson, ‘Subject To Change: New Thinking On The Curriculum’, (Association of Teachers and lecturers 2007) 25 Page | 41