Amartya Sen defines development as a process of expanding freedoms that people enjoy. The 131 core of development is that different kinds of freedom interrelate with one another, and freedom of one type may greatly help in advancing freedom of other types. Education as part of devilment ensures that a person can utilise the opportunities he receives, facilitates participation in economic activities that require production, increases political participation by enabling him to read newspaper and communicate with others involved in politics.132 The students in Bangladesh do not possess these qualities. Moreover, the diverse streams of education disintegrate the students so that they perceive all these avenues differently: economic opportunity, political participation both have distinct meaning for the three categories of student. Human development is thus a fragmented process in Bangladesh. From all these aspects, one may reasonably deduce that RTE in Bangladesh is not being realised in its proper sense. It has little effect on human development as an end result of education as developmental process. 4.6 Human Rig Rights ights Implication of the Diverse Streams Streams Sense of Disintegration: Disintegration: Another aspect of segregation peculiar to the Board curriculum emanates as a consequence of (subject based) streamlining of students. There is no uniform line of demarcation according to which the students are grouped. It depends upon the institution’s policy. In some institutions it is the student’s choice which discipline he wishes to pursue, which does not consider the choice best for the child because sometimes, a child opts for a particular discipline ( mostly on the basis of popular perception or popular preference for a particular discipline) that overwhelms his/her capacity . On the other hand, some institutions divide the students on the basis of their performance in Class VIII public examinations, and those topping the list get preference for studying in science group. This is a popular trend in Bangladesh which has established the Science group as a group comprising of the best and most meticulous students, whereas commerce and humanities students are considered to be weaker. Amartya Sen, Development as Freedom, (Oxford University Press 1999) p.35 ibid 131 132 Page | 48