understood in the sense of a right to be educated.10 We can perceived similar notion from the dictum of the famous case of Brown v. Board of Education,11 It is asserted in this case that "in these days, it is doubtful that any child may reasonably be expected to succeed in life if he [or she] is denied the opportunity of an education." 12 Therefore, the implication of education has to be understand in such way that people could effectively utilize this weapon. But in order to ensure such weapon could be use effective it need to be effectively forge i.e. structure of education has to be formulated in a such way so that people could utilize for their human development. This indispensable character has brought Right to Education into centre human rights discourse. The substantial number of international human rights instrument, national legislations and policy framework recognize the significance of Right to education. In particular international instruments extensively depicted the various dimensions of Right to Education. In order to realize right to education as a means of development all these aspects of the right has to be incorporated in a implementation stage. For the purpose of this study we will make a comparison between international mandates and the present status of the right in Bangladesh. More precisely, this chapter will facilitate to understand the normative standard established by the international instruments and how these norms have been appreciated in the legislative and policy framework of Bangladesh. 2.3 Right to Education under International Human Rights Instruments The right to education embodies the principles of the universality, indivisibility and interdependence of all human rights. Thus, the right to education has a particularly close connection with the right to work, the right to health and the right to freedom of expression and information and so on. The right to education in international instruments comprises the dual aspects, namely, the development of the individual; and the promotion of respect for human rights. 13 From the classical human rights instruments (e.g. International Bill of Rights) to specific conventions (e.g. Convention against Discrimination in Education, CRC) and other international instruments (UNESCO convention, WCEFA, Dakar) have unequivocally enumerated Right to education. 10 ibid, 20 (1954) 347 U.S. 483 Douglas Hodgson, ‘The international human right to education and education concerning human rights’ (1996) 4 IJCR 237 ‘Selected Human Rights Documents: Interim Report on the Right to Education’ (2006) 2 APJHRL 113 11 12 13 Page | 14