THE ROLE OF EDUCATION IN NATIONAL

DEVELOPMENT.

BY

OBIECHINA, EKENE MOSES

EMAILS: [email protected]
[email protected]
PHONE NUMBERS: 07032813646, 07051188655
@ Erudites Computers and Research Center, Old Library/Admission Building,
University of Nigeria, Nsukka.

DEDICATION

I dedicate this work to God Almighty for His help in completing this work.

ACKNOWLEDGEMENT

I acknowledge my parents for their financial and moral support. I also appreciate all my
friends and colleagues for their various inputs in making this paper a success. God bless you all.

PREFACE

The importance of the education in national development cannot be overemphasized. This

work is all the role education play in the national of Nigeria. It contains four chapters. Chapter is the
introduction of the work. In chapter two, the work focuses on the role education plays in the
development of Nigeria as a nation. In chapter three, the paper points out how education can be
promoted so that it can contribute maximally to the development of Nigeria.

Finally, chapter four talks about various challenges education face in Nigeria in its bids to
contribute to national development. It also contains the conclusion and recommendations of the work. It
is my expectation that this paper will be a source of enlightenment for all readers.
 TABLE OF CONTENT

Title Page - - - - - - - - - - - i

Dedication - - - - - - - - - - - ii

Acknowledgement - - - - - - - - - - iii

Preface- - - - - - - - - - - - iv

Table of Contents - - - - - - - - - - v

CHAPTER ONE: INTRODUCTION

1.1 Introduction - - - - - - - - - - 1

1.2 Importance of Education - - - - - - - - - 4

1.3 Tertiary Education in Nigeria - - - - - - - - 4

CHAPTER TWO: THE ROLE OF EDUCATION IN NATIONAL DEVELOPMENT IN

NIGERIA
2.1 The Role of Education in Economic Growth and Development: - - - - 6
2.2 Education and Civil Service Administration in Nigeria: - - - - - 6
2.3 Education as a Tool for Deepening Democracy - - - - - - 7

CHAPTER THREE: PROMOTING EDUCATION FOR NATIONAL DEVELOPMENT IN

NIGERIA

3.1 Investment in Education - - - - - - - - - 9

3.2 Curriculum Implemetation - - - - - - - - 9

3.3 Provision of Learning Materials - - - - - - - - 10

CHAPTER FOUR: THE CHALLENGES OF EDUCATION IN THE NATIONAL

DEVELOPMENT OF NIGERIA
4.1 Inadequate Funding of Tertiary Institutions by the Federal Government - - - 13
4.2 Shortage of manpower requirement - - - - - - - 13
4.3 Conclusion - - - - - - - - - - 14
4.4 Recommendations - - - - - - - - - - 14
REFERENCES
 CHAPTER ONE

INTRODUCTION

1.1 Introduction

Education is a vital investment for human and economic development and is influenced by the
environment within which it exists. Changes in technology, labour market patterns and general global
environment, all require policy responses. Traditions, culture and faith all reflect upon the education
system and at the same time are also affected by them. The element of continuity and change remains
perpetual and it is up to the society to determine its pace and direction.

We are living in an inquiring and innovation-oriented society. The demand of twenty first
century is novelty, creativity, and integration of knowledge at global level, research, critical and
analytical thoughts. Rapidly social changes are creating uncertainty and complexity in the society. To
prepare the children and youth to cope with the present situation needs to develop analytical and critical
thinking, skill and attitude that would make them more flexible and innovative to deal with uncertainty
and crises at national and global level.

The greatest need of the hour is to re-design curriculum, textbooks, teaching methodology and
children’s literature, formal and non-formal educational systems. It has been demonstrated by researcher
that active learning (questioning and investigate the nature of topic) develop creativity and stimulate for
learning.

For example, the cultural values of the majority of Pakistanis are derived from Islam. Since an
education system reflects and strengthens social, cultural and moral values, therefore, Pakistan’s
educational interventions have to be based on the core values of religion and faith. Therefore, it follows
that The Bahamas’ educational system must and should follow the dictates of the religious beliefs,
cultural, and positive social mores of the majority in the Bahamian, while respecting the rights of the
minority.

Curriculum plays crucial role in national integration and harmony. Curriculum role as observed
in the National Education Policy (1979) should aim enable the learners to learn knowledge, develop
conceptual and intellectual skills, attitudes, values and aptitudes conductive to the all-round
development of their personality and proportionate with the societal, economic and environmental
realities at national and international level. Whitehead (1962) says “culture is the activity of thought, and
receptiveness to beauty and humane feeling”. A child is a human being in embryo, a man to be and we
are responsible to the future for him. It is considered that a child learns 90 percent of his personality by
his nurturing.

It is, perhaps easier to educate a child in beginning than re-educated him when he has already
formed. Therefore, books for children are not simply a source of entertainment rather inculcate
intelligence and values. In Russia, America and Japan children’s literature is considered a great cultural
and educational phenomenon, and creation of books for children is responsibility of the states. The
manifest and latent functions of children’s literature is to transmit knowledge, myth, mores, values,
folkways, legendry personalities, superstitions and beliefs which are integral part of a culture.

Textbooks are the most widely used as a teaching tool which represent our national culture.
Textbooks reveal our national values, culture, and ideology of a nation. A good text book can be a
“teacher in print”, and sometime even superior to an average teacher. In fact they are influence towards
national integration by sharing common national culture. The selection, organization and presentation of
subject matter in textbooks show philosophy, integrity, values and intellectual thoughts of a nation.

Questioning methodology is a powerful tool to build analytical and critical skills in pupils. In the
world of knowledge the emphasis has not to be merely mastery to extant the knowledge but on the
acquisitions of capacity to think and analyze facts logically and conclude its own. Teachers must adopt
such teaching methodology by which students must learn how to discard old ideas and replace them with
modify ideas. As Toffler once said “learn how to learn”.

Schools of the future will be designed not only for “learning” but for “thinking”. More and more
insistently, today’s schools and colleges are being asked to produce men and women who can think, who
can make new scientific discoveries, who can find more adequate solutions to impelling world problems,
who cannot be brainwashed, men and women who can adapt to change and maintain sanity in this age of
acceleration. This is a creative challenge for education.

Vocational and technical education facilitates the acquisition of applied skills and basic scientific
knowledge. It is a planned programme of courses and learning experiences that begin with the
exploration of career options, supports basic, academic and life skills, and enables the achievement of
high academic standards, leadership, preparation for career and continuing education (Career and
Technical Education, 2009). Unfortunately, Nigeria does not seem to give vocational and technical
education the attention it deserves. This appears to be the reason for rising rate of unemployment and
poverty in the society which had contributed largely to the insecurity problems in the country.
According to Olaitan, (1996), this is because the youths and graduates from tertiary institutions are not
equipped with adequate skills that will enable them exploit the natural resources that abound in Nigeria.
He further posits that unemployment leads to frustration and disillusionment which may result in crime
or drug abuse in a futile attempt to escape from, and forget the pains and humiliation associated with
poverty which has worsened, as millions of school leavers and graduates of tertiary institutions are not
gainfully employed. The reason is that they lack the necessary occupational skills that would enable
them to be self-employed and effectively function in today’s world of work.

Ayodele, (2006) identified the problem of irrelevant education that is bookish, theoretical and
􀈃white collar job􀈃 oriented. In addition, government programmes are not designed to promote
vocational and technical education. The level of infrastructural development and facilities provided by
the government are affecting to a large extent, the level of skills acquisition in the country. The high rate
of insecurity as exemplified in kidnapping, prostitution, and armed robbery has a relationship with
unemployment and poverty. In the past, education in Nigeria was based on the need of the missionaries
for teachers and preachers, as well as the need of the government for clerical workers in government
offices; which is the main reason for the early establishment of both primary and secondary schools by
the missionaries themselves (Fafunwa, 1974). No technical or vocational schools were originally
established. As a result of this, education gradually became a means of avoiding manual work, hence the
educational system was greatly criticized, not only for neglect of vocational technical education that
could have made people to be self-reliant for national development, but being relevant to peculiar needs
of Nigerian pupils.

In the view of this writer, education, in the Nigeria, is essentially that what each Nigerian
generation passes on to its younger citizens. What is passed on from one generation to the other, in this
regard, is what develops their attitudes, skills, and the myriad of other behaviours which are the positive
values that are foundation of the Nigeria society in which they must live.

The foregoing simply put is speaking to the total development of the citizenry of Nigerians. This
is accomplished by the introduction and use of those acceptable methods and techniques that are in
keeping with the abilities and interests of the citizenry of Nigeria that are in keeping with its national
development. When education is in sync with the ideals of Nigeria’s national development, then and
only then its citizenry take its rightful place and make positive contributions the further holistic
advancement of the Nigerian society.

1.2 Importance of Education

a. It must train the individual for a better appreciation of his own cultural traditions whilst at the same
time equipping him with the ability to absorb new ideas, new information and new data for resolving the
constantly changing problems of his environment;
b. It must train the individual to relate to and interact meaningfully with other individuals in the society
and to appreciate the importance of effective organization for human progress;
c. It must develop the creative ability of individuals especially in the cultural and technological realms;
d. It must foster in the individual those values which make for good citizenship, such as honesty,
selflessness, tolerance, dedication, hard work and personal integrity, all of which provide the rich soil
from which good leadership is spawned. Obasanjo (2012)
However, Education in Nigeria has brought developmental gains to the nation especially in the
area of self- reliance and the perfecting of her ingenuity inequality. Education has equally led to the
production of personalities of intellectual’s endowment in such areas as literature, music, creative art
sculpture, carving among other things. With the global tread of educational advancement among nations
it is hoped that in the nearest future Nigeria will be rated among developed countries of the world via
light of education.
1.3 Tertiary Education in Nigeria
Tertiary Education in Nigeria in the post-independence era. The quest for manpower
development led to the establishment of Colleges of Education were teachers were trained. Polytechnics
were also established were practices were taught in so many fields especially in the area of Engineering
and Technologies, all this contributed immensely to the development of Nigeria. Universities were also
set up to cater for the massive production of professionals. The Nigerian labour force tremendously
increased as a result of the establishment and sponsorship of education by the federal government. All
these enhanced bi-lateral relationship with other nations as well as enhanced her domestic and
international trade to mention but a few, education was indeed the bedrock that led the transformation of
the Nigerian state. Taiwo (1980)
1.4 Education and Professionalism in Nigeria:
The Nigerian states is characterised by professional from all works of life who are trained by
virtue of the provision and gains brought about by education. The Nigeria Civil Service is largely
populated by these professionals who contribute immensely towards the growth and development of
Nigeria. The educational system of Nigeria had brought radical transformation to the Civil Service by
virtue of in-service training for officials in the civil service hence there has been increased productivity
in all spheres of the Nigeria economy. The Nigeria education system has led to the massive production
of industrialist from all spheres of life as well as enhancement of the philosophical frame work of the
Nigeria labour congress. As a matter of fact Nigeria is fast
becoming an enviable icon in the area of Civil Service administration. The philosophical ideology and
framework of the Nigeria Civil Service is structured on the rudiments and tenets of the national policy
on education. This policy has the following as its cardinal goals. Igbuzor. O (2006).
a. A free and democratic society.
b. A just and egalitarian society.
c. A united, strong and self-reliant nation
d. A great and dynamic economy.
e. A land full of bright opportunities for all citizens
From the forgo, the contribution of education to the development of the Nigerian state cannot be
over-emphasized. Education has brought the dawning of new era of professionalism to all ministries and
parastatal across the country. Furthermore, it has strengthened the intellectual
requirement associated with the modern labour market.

CHAPTER TWO
THE ROLE OF EDUCATION IN NATIONAL DEVELOPMENT IN NIGERIA
2.1 The Role of Education in Economic Growth and Development:
Nigeria is indeed a centre for world commerce and industry judging by virtue of her seaports,
Tourist Centres, Parks etc. To adequately mastermind the requirement of this natural endowment the
federal government embarked on the training of engineers and environmentalist to harnessed these
natural resources with the establishment of department of engineering in universities and polytechnics.
There has been a massive production of engineers who have contributed their knowledge and skills
towards the growth of Nigeria. The Nigerian domestic policies have actualized its goals and objectives
by virtue of the advantageous position played by education. With the use of policies and
recommendation by professionals there has been adequate management of Nigerian domestic and
international relations with other countries leading to improved leaving standard, social economy
growth, political stability infrastructural development, provision of basic amenities social reconstruction
etc with the increased demand for education there has been a continuous drive for a better leaving
condition and way of life thus bringing about modernization and sophistication to the ordinary man.
All these are the interplay of education. Soon after independence, in the advent of formal
education there was a shift from traditional to formal approach of life, education has indeed transformed
the traditional setting of Nigeria into a more completes entity. As a matter of fact education is the basic
factor that necessitate all the aforementioned development. The Sub Sahara Africa, in Nigeria in
particular, education remains the instrument for the emancipation of the populace from the ravaging
effect of the deepened poverty, social injustice, economic meltdown, malnutrition, insecurity and all
such social vices that have be devilled the Nigerian economy. It follows therefore that education remains
the most potent indices for transformation of the society as well as the actualization of the yearning and
aspirations of the people.

2.2 Education and Civil Service Administration in Nigeria:

Immediately Nigeria gained her independence, she was faced with the enormous responsibility
of administration and governance, this led to the creation and establishment of departments and
ministries in the three geographical region. Ever since, it has been a bottle neck and problematic issue to
successfully administer the civil service. There has been series of reformation in the civil service with all
aimed at attaining excellence in service delivery. However, with the advent and establishment of tertiary
institutions across Nigeria the enormous challenge that be-devilled the civil Service has been drastically
reduced as a result of massive production of university graduates.
This is one of the most strategic areas were education has brought Nigeria to lime light in both
domestic and international arena. With the professional expertise resulting from educational expansion
in Nigeria the problem hitherto associated with the civil service has been drastically
reduced over the years. Much of the bulk of the recommendations of the 1988 civil service reformation
were educationally inclined and structured by administrative professionals from the
tertiary institutions therefore, it is evident that education is a tool for societal emancipations, equity and
justice, public sensitization and other developmental initiatives Edigin (2006).
2.3 Education as a Tool for Deepening Democracy
Education should ideally liberate one from the corrupting shackles of greed and graft, from the
basal influences of primitive superstition, of ethnic and religious bigotry and from the corrosive instincts
of selfishness and parochialism. Good wholesome education strives for excellence over mediocrity and
promotes the patriotic spirit in place of blind sycophancy good wholesome education should place high
premium on truth, justice, individual and social morality, as well as peace making. Good whole
education should be education in leadership, the type that would throw up the leader as servant, mentor,
inspirer and visionary. Good, wholesome education should emphasize civic and political awareness,
training in human dignity and fundamental human rights and citizen responsibilities. Good, wholesome
education should encompass training in the democratic culture and in popular participation in
governance. Good, wholesome education today should include training in healthy living, ecological
justice and environmental sustainability.
“Higher education can play a vital role as we work together in common cause to consolidate
those gains, to strengthen institutions, to fight repression, to promote good governance. The power of
education is integral to spreading peace and deepening democracy. When people participate in the
democratic process and become engaged, they build peace, day by day, year by
year”.www.un.org/News/Press/doc/2011/sgsm13799.doc.htm)
The recent democratic experience that has been witnessed in Nigeria is by and large a byproduct
of education in Nigeria. Democratic philosophies governing the Nigerian democratic system has been
sustained and structured on principles of educations as shown in public enlightenment, sensitization,
work shop, seminars-all being medium through which education have advanced the philosophy and
ideology of education. Education has indeed strengthened the democratic stability in Nigeria. At the
grass root level education have impacted the gains of democracy on local government administration,
with the resultant effect of growth and development of local governments. The state and the federal
government have equally experienced growth and development arising from democracy with education
playing tremendous role. Before now the military dictatorship heightened Nigeria underdevelopment
however, with the dawn of a new erademocracy, there was a reversal of this trend. Nigeria is fast
becoming one of the most viable economy in the world by 2020 international speculations and education
is the means by which the realization of this dream can come true.
UNESCO (2006), UNAIDS (2008). The furtherance of the philosophical ideology and
framework of education will help to foster the continuity of advancement realities. In a nutshell
education has been the credo of civilization for the African nations since their independence with
Nigeria inclusive. It is hoped that in the nearest future education in Nigeria will be embraced by all and
this will go a long way in bringing Nigeria to the forefront of global development. Education should be a
mandatory prerequisite for all youths in Nigeria and timing age groups up to the age of schooling. With
the attainment of this radical economic initiatives the
Nigeria society will encounter speedy progressive, economy, social, political and social
transformation in short education is the key to unlocked the doors of social progress. Before the advent
of educational boom in Nigeria, the military dictatorship was galvanized and impoverished with
dictatorship and brutality all arising from illiteracy. However, with the illumination of educational
advancement the trend had change over the years with the arrival of democratic governance. Nigeria has
within a short period witnessed tremendous growth in social progress, freedoms of speech, freedom of
association, freedom of movement and other human rights that were hither to bastardized before the era
of democracy. Education remains the only tool within which the practice of democracy can be perfected
and it remains the only weapon with which such perfection can be sustained.

CHAPTER THREE

PROMOTING EDUCATION FOR NATIONAL DEVELOPMENT IN NIGERIA

3.1 Investment in Education

Education is a vital investment for human and economic development and is influenced by the
environment within which it exists. Changes in technology, labour market patterns and general global
environment, all require policy responses. Traditions, culture and faith all reflect upon the education
system and at the same time are also affected by them. The element of continuity and change remains
perpetual and it is up to the society to determine its pace and direction.We are living in an inquiring and
innovation-oriented society. The demand of twenty first century is novelty, creativity, and integration of
knowledge at global level, research, critical and analytical thoughts.

Rapidly social changes are creating uncertainty and complexity in the society. To prepare the
children and youth to cope with the present situation needs to develop analytical and critical thinking,
skill and attitude that would make them more flexible and innovative to deal with uncertainty and crises
at national and global level. The greatest need of the hour is to re design curriculum, textbooks, teaching
methodology and children’s literature, formal and non-formal educational systems. It has been
demonstrated by researcher that active learning (questioning and investigate the nature of topic) develop
creativity and stimulate for learning.Cultural values of the majority of Pakistanis are derived from Islam.
Since an education system reflects and strengthens social, cultural and moral values, therefore,
Pakistan’s educational interventions have to be based on the core values of religion and faith.Curriculum
plays crucial role in national integration and harmony.
3.2 Curriculum Implemetation

Curriculum role as observed in the National Education Policy (1979) should aim enable the
learners to learn knowledge, develop conceptual and intellectual skills, attitudes, values and aptitudes
conductive to the all round development of their personality and proportionate with the societal,
economic and environmental realities at national and international level.Whitehead (1962) says “culture
is the activity of thought, and receptiveness to beauty and humane feeling”. A child is a human being in
embryo, a man to be and we are responsible to the future for him. It is considered that a child learns 90
percent of his personality by his nurturing. It is, perhaps easier to educate a child in beginning than re-
educated him when he has already formed. Therefore, books for children are not simply a source of
entertainment rather inculcate intelligence and values. In Russia, America and Japan children’s literature
is considered a great cultural and educational phenomenon, and creation of books for children is
responsibility of the states. The manifest and latent functions of children’s literature is to transmit
knowledge, myth, mores, values, folkways, legendry personalities, superstitions and beliefs which are
integral part of a culture.

3.3 Provision of Learning Materials

Textbooks are the most widely used as a teaching tool which represent our national culture.
Textbooks reveal our national values, culture, and ideology of a nation. A good text book can be a
“teacher in print”, and sometime even superior to an average teacher. In fact they are influence towards
national integration by sharing common national culture. The selection, organization and presentation of
subject matter in textbooks show philosophy, integrity, values and intellectual thoughts of a nation.
Questioning methodology is a powerful tool to built analytical and critical skills in pupils. In the world
of knowledge the emphasis has not to be merely mastery to extant the knowledge but on the acquisitions
of capacity to think and analyze facts logically and conclude its own. Teachers must adopt such teaching
methodology by which students must learn how to discard old ideas and replace them with modify ideas.
As Toffler once said “learn how to learn”. Schools of the future will be designed not only for “learning”
but for “thinking”.

More and more insistently, today’s schools and colleges are being asked to produce men and
women who can think, who can make new scientific discoveries, who can find more adequate solutions
to impelling world problems, who cannot be brainwashed, men and women who can adapt to change and
maintain sanity in this age of acceleration. This is a creative challenge to education.
 The importance of education in Professionalism was also extensively overviewed ,that is, the
contribution of education to man power development and labour force in Nigeria and the policy
underlining the educational system. By and large this research paper equally look as the role of
education in economic growth and development specifically the role of education in economic
transformation, improved-living standard, social economic growth, political stability, infrastructural
development, provision of basic amenities amongst others economic developmental variables. Societal
realities governing the smooth administration of the education as it affects the civil service
administration was also an integral parts of the research with a specific reference to the 1988 civil
service reform. The dimensions in which education has deepened the Nigeria democratic experience was
also inclusive in the research that is political and social transformation. Nigeria has within a short period
witness tremendous growth in social progress, freedom of speech, freedom of association and amongst
others human rights, all synonymous with the contribution of education. Finally, the project tries to
ascertain the contemporary challenges confronting the educational development in Nigeria and
conclusively profer solution and constructive recommendations.
According to Uwadia (2010), Education in a broad sense is a process by which an individual
acquires the many physical and social capabilities demanded by the society in which he/she is born into
to function. It is to a nation what the mind is to the body, just as a diseased mind is handicapped in the
coordination and direction of the bodily activities. Therefore, the single most significant complex of
social – control tools for national development is found in the educational system be it formal or
informal.
Eduwen. (1999), asserts that, education is the process of acquisition of knowledge, that is, it
involves the teaching and learning process. Formal education in Nigeria date back to the British
colonialism. In the pre-colonial and colonial era, the colonial master introduced reading, writing,
arithmetic which was the beginning of formal education system in Nigeria. Before now, education was
informal, that is apprenticeship system of acquiring knowledge. With the advent of the British
colonialism there was a shift from the informal to the formal system of education. Soon after the Nigeria
independence tertiary institutions for man power training and development were established by the
Nigerian states.
Consequently this led to the growth of the Nigerian professionalism. The Nigerian education
have had a tremendous impact on the Nigeria nation over the years this is evident in the growth and
development of the Nigeria Civil service, Political system, Technological growth, Communication,
Industrial growth, increase in Agricultural production, Medicine engineering as well as the harnessing of
her national endowment. All the aforementioned development witnessed in Nigeria were brought about
by the growth and expansion of tertiary education were professional handling these different sectors in
the Nigerian economy were trained. Soon after independence, there was the need for competent
manpower in the Nigerian quest for development; consequently upon this the federal government
embark on the establishment of primary, secondary and tertiary institutions.

CHAPTER FOUR
THE CHALLENGES OF EDUCATION IN THE NATIONAL DEVELOPMENT OF NIGERIA
Olekede, (2004) assert that the educational sector of the Nigeria economy has been bedevilled by
series of challenges that has hitherto poses the great limitations to the actualizations of the cardinal goals
and objectives for educational programmes. Obasanjo (2012) opined that At present, our education
environment and the outlook for education in Nigeria are bedevilled with many problems, some of
which appear intractable and are like recurring decimals. However, below are the challenges of
Education in National Development:
4.1 Inadequate Funding of Tertiary Institutions by the Federal Government
With the continuous increase in the population of students in tertiary institutions, it is obvious
that the facilities needed for educational programmes in schools have increased over the years bringing
about a drastic Increase in the course of providing a befitting education: for the Nigerian child. The
funding of education is the responsibility of the government and the Nigerian government have
embarked on strategic initiative to actualize the accomplishment of their societal need but the effort of
the government have indeed yielded little or no result in bringing the Nigerian educational system to
lime light. There is a gross inadequacy of educational funds required in the provision of educational
infrastructures and facilities.
Enormous fund is required in the refurbishment of dilapidated institutional infrastructure. With
the advent of global and modern educational challenge the task of funding education in Nigeria is fast
becoming unrealistic with insurmountable complexities. There has been shortage of funds for the
implementation of educational policies and programmes thus making the Nigerian educational system
incapable of meeting the challenges and demand of the 21st century. With the down of the millennia
dispensation and the natural resource with which Nigeria is greatly endowed it is hoped that in the near
future the aforementioned problem would be a thing of the past. Olekede,(2004). .
4.2 Shortage of manpower requirement
The shortage of manpower need an expertise in educational institution across the country has
been one major set back an the Nigerian educational system there is shortage in the number of
professional teachers. The technical schools and colleges as well as universities brought about
inadequate training of professional graduates in the tertiary institution.

4.3 Conclusion
In taking up Nigeria’s serious developmental challenges in education, our leaders must first
acknowledge the need to develop a coherent policy that will promote self reliance; a visionary policy
that identifies and highlights core national values that becomes standard irreducible courses in our
institutions. Our education must go beyond mere literacy to take up the challenges of research and
development in the modern world. Our education planners must constantly advocate for adequate
budgetary allocations for equipping our schools with men and materials enough to meet the UNESCO’s
minimum national budgetary level of 25% for education. Our Education planners must set up quality
standard education (www.georgeehusani.org).
In conclusion therefore, one would be right to say that education is the bedrock and building
blocks for societal transformation and for the sustenance of any meaningful development. Education is
the sustaining base of world political and social economy progress. It is hoped that in the near future
education will bring greater technological and scientific transformation to the Nigerian nation. With this
optimism education will gain a wider acceptance to the generality and to the Nigerian people/
4.4 Recommendations
The conclusive policy recommendations for this paper research are as follows:
1. The government school enforce the implementation of the policies of universal basic education
programme.
2. The government should embark on a strategic reform on the funding of tertiary
institutions
3. The government should embark on sponsorship of individuals who may wish to embark on
educational programmes.
4. The government should shoulder sponsorship of tertiary education in Nigerian in order to ensure the
massive production of skilled labour force in Nigeria.
 REFERENCES
Igbuzor, O (2006) “The State of Education in Nigeria’’Action Aid International Nigeria. A keynote address at a
roundtable organized by Civil Society Action Coalition on Education for all (CSACEFA) on 3 rd July,
2006
Jegede, O. (2005). “Education in Nigeria in the 21st century’’. A keynote address at the Conference on
Education in Nigeria in the 21st century organized by the School of Continuing Education, University of
Uyo 17-19 August
Lar, M. N (1997) “Principles and Methods of Teaching. Application to Nomads. Jos: Fab Education Books

McCartney, D. M. (2015). The Role of Education in National Development, Jul 30, 2015, The Role of
Education in National Development

Obani, T.C. (1996) “The Vision and Mission of Special Education in Nigeria’’. A lead paper presented at
National Commission for Colleges of Education, (NCCE) at the National Conference, NTI, Kaduna,
21st -25th July
Olekede, N.O. (2004). Foundations of Education. Osogbo Sociological: Femprint Publisher.
Obasanjo, O. (2012) ’’Education and Development’’ : A lecture delivered At the 2012 Graduation Ceremonies
of University of Nigeria Nsukka, Nigeria, January 26, 2012
Osokoya I. O. (2008). Contemporary Issue in History and Policy on Education in Nigeria. Ibadan: Laurel
Educational Publishers Ltd.
Osuji, U.S.A & Salawu, I. O. (2006). Revitalization of Our Educational System Through the Open and Distance
Learning Mode. African journal of Historical Sciences in Education Vol. 2(1), 174-184.
Taiwo C. O. (1980). ’The Nigerian Education System’’: Past, Present and Future. Thomas Nelson (Nig) Ltd.
Uwadia Orobosa on January 21, 2010 at 1:12pm Community.vanguardngr.com/profiles/blogs/educationand
McCartney, D. M. (2015). The Role of Education in National Development.
https://www.linkedin.com/pulse/role-education-national-development-dr-donald-m-mccartney.
The Nation (2014). Role of education in national development, The Nation, February 17, 2014/
Ugbogbo Helen E., Akwemoh Magdalene O., Omoregie Charles B.
(2013). The Role and Challenges of Education in National Development (The Nigeria Experience).
Journal of Educational and Social Research MCSER Publishing, Rome-Italy