particular: how the multiple standards can be harmonized in order to be moulded into a unified single course, common for all, yet distinct according to every necessity. That the diverse streams of education have innate flaws is a fact already addressed by the State. The National Education Policy 2010 (NEP) specifically mentions unifying the diverse streams as a significant strategy, albeit partially and in a very narrow sense. The Policy in fact recognizes the diversification, with only a minimalistic approach to unifying the institutional streams for the Primary education.104 The diverse streams of education are an embodiment of Bangladesh’s policy of ensuring public education according to the EFA standards. Pursuing this policy has seen a noticeable increase in educational opportunities in quantity. Each of the streams have their own infrastructure, each have their distinct patronisers, each receive distinct assistance and funding. This indicates increase in the choice of education, thus facilitating accessibility and to some extent acceptability of education according to parents’ and person’s own choice. However, there are also wide avenues to question the integrity and quality of the education imparted by these institutions. While amplifying the quantity of educational facilities, Bangladesh has allowed unrestrained expansion of three institutional streams. As such, English medium schools and madrassas have become invariably the alternatives to State provided primary and secondary public schools 105 , but the other dimensions of RTE especially providing meaningful education have received less attention. 4.2 Effects of Diverse Streams The effects of the variety of streams have an intricate connection with the cause of such diversity. Why the students of separate streams are different is part of the quest How the students are different. Both the queries lead to one root cause: the curriculum. Each stream in Bangladesh follows its own curriculum which substantially differs from the rest. This curriculum in the long run affects the environment (educational and institutional), the institutional structure, the teaching and Ministry of Education, Government of People’s Republic of Bangladesh, National Education Policy 2010, p.6 Muhammed Shahriar Haque & Tahmina Akter, ‘Cultural Imperialism in English Medium Schools: A Critical Insight’, Stamford journal of English(2012) Vol. 7 <http://www.banglajol.info/index.php/SJE/article/view/14468>, accessed 25 May 2014 104 105 Page | 37