Science and Technology have been widely recognized as the most important potent tools for socio-economic development. This paper begins with a brief critical and evaluative review of the status of science and technology education in developing countries in Africa. The conceptual framework and the major features of a functional and qualitative technology education that should be emphasized by developing countries for the effective implementation of their policies on science and technology are discussed. Nigeria is used as an example to critically analyze various barriers to functional and qualitative education that have made the implementation of the science and technology policies and the realization of their objectives rather elusive. The paper also highlights some important strategies by which these barriers could be removed so that technology education could fulfill the expected role of enhancing the right kind of technological development that could transform the developing countries from non-pioneer to pioneer technology countries. Contains 21 references. (JRH)