AbstractThis paper hopes to ascertain the pragmatic implication of the employment of ethical principles in the educational dimension and evaluation. It is from conception that the human individual as a learner or an instructor should be ethically progressed according to natural dictates towards the realisation of the objectives of education as specified in National Policy on Education that has its philosophy as a guide. It beholds on him or her as teacher or learner to build moral restiveness that could be associated with his or her educational development. Since, education cannot be extricated with the working of measurement and evaluation, the work posted that educational evaluators should employ the values of ethics in their engagements. Keywords: Pragmatic implication, Ethical principles, Objectives of education, philosophy, educational development, values of ethics.1. Introduction The fundamental role of education in human society has been conventional from the earliest history of human existence. The traditional form of education was informal and oral. Modern society is characterised by a complex system of formal structure education system. In either case there was always some goals and objectives to be achieved, a process engaged in for the purpose of achieving the desired objective and some form of judgment regarding the quantitative and qualitative value of the outcome and ultimately some decisions based on the national development, governments seek to achieve their national goals through their educational policies (Ijeoma 1999). Every aspect of human enterprise demands estimation, so that there are reasons to assess the past form the present, and then, in the present we project the future. The educational sector and engagements are not exception to this development. The policy in education as we may say is a statement of educational goal of a people, community state, nation and so on, it means a procedure and method of implementation, content guideline of education and the agents responsible for formulation and implementation of the educational goals. It could also mean the general rules or guidelines which direct or govern decisions relating to school admission, results, finance, recruitment, management, structure and other related matters. It also extends toobjectives, philosophy, goals, evaluation, implementation, content of the education process and the ways to achieve the objectives and goals (Afariogun, 2011). All these are situated in the domain of educational ethics which consider the development and growth of such institution. Education is ethics itself, because it is about the changing of the individual behavior to adapt meaningfully and judiciously in the society. It is concern the valuation of the learners and teachers. The major role that ethics should play in education is to direct our attention to human integrity in particular, and to values in general. It should also provide us with the right principles as a basis for indoctrinating the right typeof knowledge to the learner (Agulana, 2011), and in holistic consideration, also to the teacher as well. In this work, our focus will be on the value of ethics in educational measurement and evaluation. 2. Conceptualising Education Education as the means and goal of every instruction is a holistic enterprise that lies at the nerve- center of human existence. The need to utilise all available tools to improve its „lot¥ need not be overemphasized (Ozumba, 2011). It is in the hand of every human being to educate the other, whether formally or informally. Etymologically, the word „education¥ is derived from the Latin word „educare¥ which means „to lead out from¥ or „bring out from¥. This ideal implies the liberation of the individual who is been educated from the shackles of ignorance and illiteracy and acquitting such person with some forms of knowledge. Education is not limited to what is mainly done in an academic institution or a formal gathering. It also involves the whole process of transmission of intellectual, cultural, moral, religious and social values from an individual to another or a group of individuals for continuity and proper ordering of the society. To strength of the meaningfulness of education, In his thought of resiliency and hopeful consideration of purpose, in his message of the 2012 World Day of Peace, he greatly emphasised on the need to educate the youths of the society, starting from their home formation and socialisation processes by and within the human family, as the bedrock for proper conscience formation towards peaceful and just living, before the extended responsibility is given to other agents of socialisation. With this He will define education as follows: Education is the most interesting and difficult adventure in life. Educating – from the Latin educere –means leading young people to move beyond themselves and introducing them to reality, towards a fullness that leads to growth. This process is fostered by the encounter of two freedoms, that of adults and that of the young. It calls for responsibility on the part of the learners, who must be open to being led to the knowledge of reality, and on the part of educators, who must be ready to give of themselves. For this reason, today more than ever we need authentic witnesses, and not simply people who parcel out rules and facts; we need witnesses capable of seeing farther than others because their life is so much broader. A witness is someone who first lives the life that he proposes to others (Message for World Day of Peace, 2012. No 2). Education alsoinvolves the training of individuals in order to acquire a particular skill or skills and also the formation and development of moral character and mental power. The whole aspect of education is centred towards the formation of the human person in order to make such person or persons capable of utilizing their entire resources for the good of the society to which they belong. It is about a recognised procedure of learningand teaching, from the regulatory bodies has put in place that is called curriculum. Education is mainly divided into formal and informal education. Prescribededucation has to do with the kind of education giving in an academic institution where there is a laid down curriculum or programme which the students follow. This is done in order for the students to acquire the proficiency that is demanded by the very nature of the educational institution. This form of education is also regarded as western education. On the other hand, Informal education on the other hand, has no particular curriculum or programmethat the learners follow. It is a transmission of ideas which will enable the learners to acquit themselves with some basic knowledge such as some historical and cultural facts, moral values, character formation, and acquisition of skills that are useful to the learners. In earnest, education has to do with the process of transmission of positive values from one person or persons to another.Education is widely viewedas a moral enterprise. It is that field of activity which seeks to expand the mind, to give direction, to endorseawareness, to allow us "to use things which the under-educated do not see. And as a functional part of a total society, its purpose is "the inculcation of knowledge, values, skills, and attitudes by means of institutions that have been created for this end." But in ``practical activity¥, "man is neither concerned with knowledge for its own sake, nor with the production for immediate needs, but with living a distinctively human life of virtue and perfection (Agulana, 2011). All its purposes are met to shape the personality of the individual towards proper integration into the society that which he or she belongs. 3. The Meaning of Ethics The connotationof ethics is about the showing-off the positive values which an individual has internalised and inducedof to others in the society. It is the internalisation of the ethos and norms of the society for the ordering of human affairs. It is about total disciples of the individual. It is about the oughtsor ought to be in human conducts. Ethics has been pronouncedas a science. But to help our understanding of how it is so, we should perhaps explain a few points (Agulana, 2011). R. G Collingwood (1962:85), …….the word 'science' covers'not natural science' alone but orderly and systematic thinking on every subject, not orderly and systematic theoretical thinking alone but orderly and systematic 'practical thinking as well.However, to describe ethics as a science does not in any way commit us to the position that there can be a „science¥ of values in any way analogous to the physical science mentioned above. On the contrary, ethics is said to be a „normative science¥ –normative because it studies the norms of human behaviour. Ethics is not a science in the sense of the physical sciences. That field of activity which is concerned with virtues or „the life of virtue is known as ethics or moral philosophy. Ethics is as important branch of philosophy because it directs our attention to human morality andvalues. As the normative science of human conduct, ethics is not only concerned with showing us the ways to conduct ourselves so as to live a good and happy life… (Agulana 2011). For the purpose of the work, it will be proper to relate the meaning of ethic to the meaning of morality.