The directives as noted in the Constitution of the People’s Republic of Bangladesh have been takeninto consideration in the formulation of National Education Policy 2009. The UN Child RightsConvention that emphasizes the ensuring of rights of children in every member state has been afurther area of consideration. The primary objectives of this policy are directed toward thecultivation of human values. It seeks to prescribe ways through which citizens can be groomed tobecome leaders in pro-people development programs and progress of the society. They willbecome rational and intellectually accomplished human beings with ethical perceptions, who haverespect for their own religion as well as for others' faiths. Education will help them to grow up asnon-communal, patriotic and efficient persons free from superstitions. And simultaneously, it isonly education that can equip the nation to acquire the qualities and skills that will strengthenBangladesh to work with equal capacity and pace of the global community. This education policywill work as a basis for an education system suitable for the delivery of education which will bepro-people, easily available, uniform, universal, well planned, science oriented and of highstandard according to the constitutional directives and it will also work as a strategy to counter allproblems. With this idea in view, the aims, objectives, goals and principles of the Education Policywill be as follows.

Fundamental rights of Bangladesh Constitution

8.Governments must do all they can to make sure that every child in their countries can enjoy all the rights in this Convention.*2 pointsA.Making Rights RealB.Best In InterestC.No DiscriminationD.Name And Nationality9. These programs focus on developing students' emotional intelligence and interpersonal skills, such as self-awareness, social awareness, and responsible decision-making. By integrating it into the curriculum, schools can promote holistic student development and create a more supportive, inclusive learning environment.*2 pointsA. Social-Emotional Learning (SEL)B. Functional Behavior Assessment (FBA)C. Developing Behavior Intervention Plans (BIPs)D. Cognitive-Behavioral Therapy (CBT)10. Children have the right to share freely with others what they learn, think and feel, by talking, drawing, writing or in any other way unless it harms other people.*2 pointsA.Freedom Of Thought And ReligionB.Sharing Thoughts FreelyC.Setting Up Or Joining GroupsD.Protection Of Privacy

In the context of human rights, primary education refers to education provided to individuals at which stage of their academic journey?Select one:a.Secondary educationb.Tertiary educationc.Early childhood educationd.Post Graduate Education

adapted excerpt from "Some Rights of Children as Persons" in School Educationby Charlotte MasonPersonal Initiative in WorkIn their work, too, we are too apt to interfere with children. We all know the delight with which any scope for personal initiative is hailed, the pleasure children take in doing anything which they may do their own way; anything, in fact, which allows room for skill of hand, play of fancy, or development of thought. With our present theories of education, it seems that we cannot give much scope for personal initiative. There is so much task-work to be done, so many things that must be, not learned, but learned about, that it is only now and then a child gets the chance to produce himself in his work. But let us use such opportunities as come in our way.A very interesting and instructive educational experiment on these lines has lately been tried in Hackney, where Mr. Sargent got together some eighty boys and girls under the conditions of an ordinary elementary school. . . . . The results seem to have been purely delightful; the children developed an amazing capacity for drawing, perhaps because so soon as they were familiar with the outlines of the flower and foliage of a given plant, for example, they were encouraged to form designs with these elements. The really beautiful floral designs produced by these girls and boys, after quite a short art training, would surprise parents whose children have been taught drawing for years with no evident result. These children developed themselves a great deal on their school magazine also, for which they wrote tales and poems, and essays, not prescribed work, but self-chosen. The children's thought was stimulated, and they felt they had it in them to say much about a doll's ball, Peter, the school cat, or whatever other subject struck their fancy. "They felt their feet" as the nurses say of children when they begin to walk; and our non-success in education is a good deal due to the fact that we carry children through their school work and do not let them feel their feet.Children Must Stand or Fall By Their Own EffortsIn another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.____________________________________1. lack of desire or movement1Select the correct answer.In the second paragraph, what type of evidence does the writer use to support her claim? A. a chain of logical reasoning B. the results of an experiment C. quotations from students D. a testimonial from a principal

Education plays a pivotal role in shaping an individual's mindset and fostering various aspects of human development. 1. Providing Knowledge and Skills: Education equips individuals with the necessary knowledge and skills to make informed decisions and contribute positively to society. It imparts critical thinking skills, problem-solving abilities, and knowledge about laws and societal norms. This knowledge base enables individuals to understand and navigate the world around them, making them more informed and responsible citizens. 2. Promoting Values: Education is instrumental in instilling values. It teaches individuals about the significance of respect, empathy, and responsibility, and how these values can guide their actions. These values form the moral compass of individuals, influencing their behavior and interactions with others. 3. Providing Opportunities: Education opens up a world of opportunities for individuals. It allows them to acquire qualifications and skills that can secure them good jobs and lead prosperous lives. This reduces the likelihood of them resorting to crime as they have legitimate means to earn a living and improve their quality of life. 4. Encouraging Personal Development: Education fosters personal development. The process of learning and personal growth instills a strong sense of self-worth and confidence in individuals. This can help them resist the temptation to engage in criminal behavior. Education helps individuals realize their potential and equips them with the tools to achieve their goals. It promotes self-awareness and self-improvement, making individuals more resilient and less likely to engage in harmful behaviors.(write me references)