learning methodologies, and finally, the thought process/mindset of the students attached to it. Since the curriculum distinguishes the streams, the students growing up by studying different courses possessing different values and morals ultimately turn out to be different in perceptions, in ideas and also in capacities. 4.2.1 Economic and Cultural Segregation In Bangladesh, the existing framework focuses on the content of the education program. In a culturally fragmented society like the one in Bangladesh, this is not an easy job. The diversity of the education stream in Bangladesh has a lot to do with the diversity existing in social structure, mainly on the basis of economic disparities. Whereas the government patronised the board curriculum as a means of ensuring education for the people, it was the elite groups who were interested in establishing the English medium schools, for the use of English as a medium of instruction became restricted in Bangladesh after 1971.106 Being very expensive, it is generally the upper class of the society who can afford English medium education. 107 Furthermore, parents prefer English medium education for their children because it is a sign of status and prestige whereas nearly 40% of the parents in a madrassa are those below median economic status.108 These economical disparities have brought about differentiation in education leading to further stratification in the society.109 It can be said that these streams not only produce the inequality in standard of education but also ease way a new dimension of social deprivation. This economic fragmentation has some impact on the cultural level, ultimately leading to cultural disintegration. For This social stratification people have perception that the students belong to should not be allowed to assimilate with them (so called elitist). Ironically, these different institutional streams are increasing the sense of alienation among classes of people on the Madrassa basis of economic stability. Thus, Focusing only one combining the curriculum might not be the best way to reintegrate as the different target groups occupy varying perceptions about education and its 106 ibid Rahela Banu (n 76) Sandra Nikolic and John Richards, What Parents Think of Their Children’s schools: A survey of school Quality Among Parents in Uttara, suburban Dhaka, Bangladesh (Centre for Policy Research of International University of Business Agriculture and Technology, Dhaka 2007) <http://www.cpr.twoinc.ca/files/4013/6855/1240/cc4summer2007.pdf accessed 19 May 2014 Abul Barkat, Rowshan Ara, M. Taheruddin, Farid M. Zahid, Md. Badiuzzaman, Political Economy of Madrassa Education in Bangladesh:Genesis, Growth and Impact,(Ramon Publishers 2011)11 107 108 109 Page | 38