Introduction: Bangladesh is one of the densely populated countries in the world where about 18 crores people live in within 1,47,570 square kilometers. The age range of about 10 crores people is 15-64. By upgrading unskilled workforce to skilled workforce many countries in this world have turned into a developed one. Bangladesh can reach in the level of developed countries by making unskilled people to skilled workforce.

Description: As with many other developing countries, it is a challenge for Bangladesh to develop the skills of young people. A better skilled workforce would enable Bangladesh to take advantage of our economic opportunities and boost the employment options for the country's growing workforce.

Access to Skills Training: Technical and vocational education and training (TVET) has expanded rapidly in Bangladesh over the last 15 years. In 2000, only 110,000 people enrolled in formal TVET programs, but enrollment rose to 448,000 by 2010 and to 690,000 by 2014 (BANBEIS). The share of women in TVET enrollment has been and remains low, than rural areas. The greater population density in urban areas also means that, on average, workers will be closer to training facilities, making it cheaper and more convenient for them to obtain training. 

Education of the Labor Force: The labor force as a whole is somewhat better educated than the general population. Overall, 26% of the population has received no education, while a further 30% have only some primary education (BBS 2015). For women, the education gap between the general population and the labor force is large, because of different patterns in labor force participation.

Skills Mismatch: Toufique (2014) shows that as many as 62% of young workers may be undereducated for the work they do. The undereducated are concentrated in skilled agriculture and fishery work as well as craft and traderelated work.

Returns to Education: The returns to education are the extra income that accrues to workers with higher levels of education. It provides valuable information about the supply and demand patterns for skills and education. Returns to education are modest in Bangladesh, likely suggesting a combination of limited demand for current high skilled jobs and relatively low quality of supply, at least in meeting employers' requirements.

Quality of Education and Skills Training: Many industry participants have serious concerns about the basic level of education of their employees. There is substantial evidence that these concerns are not simply the griping of employers who would always be happy to have better workers. Only 25% of  grade 5 students' master Bangla, and only 33% master mathematics competencies (World Bank 2013). At the grade 8 level, competencies in Bangla, English, and mathematics are 44%, 44%, its economy.

Conclusion: The education and quality of Bangladesh's workforce needs to improve urgently, as huge numbers of young people are entering the job market just as the country is looking to diversify and modernize.