Education is fundamental to the self consciousness and so to the social and economic development; but the formal education alone can neither break the cycle of low education nor make the learning opportunities available to drop out adolescents, adults and hard-to-reach groups in the society. This is why non-formal education would be essence to trigger the comprehensive aspects of human development to the vulnerable groups in the society. The NFE policy in Bangladesh aims to provide access to lifelong learning opportunities by providing basic and continuing educational programmes that deliver basic literacy, life skills, work skills and general cultural knowledge so as to improve poor people's earning capability as well as quality of life. The policy framework would also guide priorities and future activities in the Non-Formal Education sub-sector. Despite the fact that in general the policy would be excellent, there are a number of challenges ahead to the NFE sub-sector. For instance, the country does not have a comprehensive Non-Formal Education Management Information System. It also has lack of mechanisms for development of linkages. And there are escalating the needs for the Divisional Team to be reintroduced for ensuring the quality delivery of the Non-Formal Education and taking colossal NFE initiatives towards popular human development in Bangladesh. Unlike it would be rare cases for the Bureau of Non-Formal Education (BNFE) to demonstrate innovations for the development of the concerned sub-sector. The BNFE, however, formulated an excellent NFE policy and conducted a good study on the country map of the non-formal education activities. Furthermore, this write up focuses on how NFE would be well acknowledged in Bangladesh in spite of the fact that there are global policy debates on notions and quality impacts of the non-formal education.