ABSTRACT
The slow pace of socio-economic development of Third World countries has often been blamed upon their education systems. Initially, the lack of an educated manpower was considered a major drawback and theories of human capital formation strongly recommended heavy investment in schooling as a prerequisite for economic development. Despite the heavy outlay of expenditure and the creation of a large pool of educated manpower, development has still eluded most of these countries. Attention has naturally shifted to the educative process itself in the search for more effective links between education and development, with the general contention that the answer lies not in increasing the mere numbers at different levels of education but in the quality of manpower, that is in its increased capacity for productivity.
