The significance of education in nation building cannot be overemphasized since its economic contribution benefits both the individual directly and the society indirectly (Enueme, 1999).
A common structural
pattern has been given on the basis of monumental definitions of education (a
la Fafunwa, 1974; Farrant, 1985; Igwebuike and Ekwejunior-Etchie, 1993; O’
Connell, 1994; and Anyanwu et al., 1999). The denomination is improving the
individual to be useful and desirable in his society.
In explaining some
significant roles of education in nation building, Enueme (1999) opined that
formal education position farmers in developing countries to
appreciate and
accept boosters of agricultural production through mechanized farming, use of
fertilizers, crop rotation etc rather than belief in the gods of harvest.
According to her, education also attracts direct financial returns in form of
earning differentials among graduates relatively to others with lesser educational
qualifications. This is mostly found in the organized private and public
institutions.
Education also
contributes immensely to technological development both in terms of
acquisition, adaptation, capital widening and deepening. An educated man is
more efficient with a high degree of productive capacity and minimal waste. The
significance of education can also be perceived in the socio-political
stability of a nation. The attendant effect of this is overall economic growth
and development as noted by Galbirth (1964) “No improvement is possible with
unimproved people”.