board on the basis of their limited study of English, Bangla and other subjects. This resulted in a writ petition being filed by the madrassa students against the faculty of Law, University of Dhaka on the grounds of inequality and discrimination. One can question the very rationality of the system of diverse streams: if these streams were allowed to continue for ensuring access and availability of education, then why was the curriculum formulated in a manner that did became unacceptable and inadaptable to the needs of a developing Bangladesh, leading to discrimination? 4.3 Impact of Diverse Streams on Realiza Realization ealization of RTE Right to education amongst its dimensions include acceptable education. The acceptability of the three streams vary widely, with particular social classes vying for particular options, and more often than not one stream appears to be strikingly unacceptable to the other. Grooming the children in such differentiated environment means they grow up treating their counterparts from other streams as either incompetent or better.111 This streamlining gets the ultimate result in the tertiary level education, where board curriculum students get an advantage, madrassa students face discrimination due to their unsynchronised examination system, and the English medium students are more often than not ill-equipped to be facing the public examination challenges,112 and are also in a sense discriminated by their judgmental Bangla medium counterparts. Education fosters respect for family, cultural identity, language and values; for the national values of the country in which the individual is living and the country from which he or she may originate; and for civilisations different from his or her own. 113 The diverse streams in Bangladesh are operating in a manner completely corrosive to this principle. Having widely different mandates and consequently diverging policies, the streams of education in Bangladesh are practically operating against the spirit of right to education as interpreted by the Asia Pacific forum. 111 As apparent from the personal accounts of the interviewees and from public discourse found in the social networks. Bengali Medium v. English Medium, google groups, <https://groups.google.com/forum/#!topic/soc.culture.bangladesh/D0ptY0oktqo> accessed 1 June 2014 Khaled Bin Kamal, Absence of Synchronization in Bangladesh’s Education System (2012), Idea for development (IDF) Note series (N.1) < http://www.ideasfd.org/IFDnote1.pdf> accessed 20 May 2014 Asia Pacific Forum of National Human Rights Institutions, Interim Report on the Right to Education :Extracts from the Interim Report of the’ Advisory Council of Jurists on the legal obligations of States for the implementation of economic, social and cultural rights, with respect to the right to education, p. 113 <http://www.ohchr.org/Documents/Issues/IPeoples/UNDRIPManualForNHRIs.pdf> accessed 26 May 2014 112 113 Page | 40