This paper examines the quality and orientation of education acquired by women. Colonialism, no doubt raised the platform for women’s education, at least by access to formal education, but the impact of relevant education for women has been characterised by inclusion and exclusion profound in the postcolonial realities of development in Third World countries. It interrogates the extent of dysfunctionality in the type of education women receive and its implication on their socio-economic being in postcolonial Nigeria. The dysfunctionality examined in women’s education is a trend of neo-colonial tradition tied to the forces of globalisation. The dysfunctionality analyses the advantages and disadvantages offered by structures and institutions of education. Array of factors account for imbalances in the quality, orientation and access to education of women and girls. Also, the types of education affected the qualification for wage employment. However, even with requisite qualification, gender discrimination to an extent reduce the chances of employment in certain jobs, political participation and so on. Furthermore, various class connotations associated with marriage, ethnicity, religion has created a defensive perspective to differentiate and perceive women’s education. From a historical perspective, primary and secondary sources such as archival records, biographies, books and journals were used.