If the relationship between education and national development is complex, the contribution of various levels of education to development, that is, primary, secondary and tertiary, is even more perplexing. Each level has to be seen in the context of the target population relevant to its function, the curriculum, the expectations of its products, the recruitment and training of its teachers, and the costs and funding of its operations. During the past decade, there has been disagreement among planners and researchers about the appropriate priorities for the educational strategies of countries wishing to promote development. The difficulty increases when questions about development are addressed, such as: What kind of development? For whom? For what purpose? How? This article will not attempt to discuss