Iruekpen community stands among other communities in Esan society. Before the coming of the Christian missionaries and colonial officials, Iruekpens had their own workable education, which was indigenized and productive in meeting all round needs of the community. The educational system prevalent at the time was it that every member of the community placed high value and emphasis. Thus, patriotism, communalism, respect, honesty, communalism, industriousness, creativity, innovation, inventiveness and spirit of neighborliness and so forth become the characteristic hallmarks of every member of the community. This paper, therefore, examines the social relevance of Iruekpen indigenous education as a panacea to her development and transformation in the period. Again, it examines how the aim of indigenous Iruekpen education is to produce an individual who is skilled, supportive, respectable, and honest and conforms to the social norms of the community. The education structure taught the Iruekpen child to have a sense of belongingness, which thus patterns a child toward an effective and desirable life in the community. It depicts the peace and harmony prevalent at the time whereby unemployment, laziness and corruption were never visible all because every child was educationally equipped in his/her career and vocation. It concluded by recommending that value developments education should be included in all curriculum of education at all levels. Likewise, parents should be role models for their children. The methodology adopted in the writing of this paper is the historical method. The main sources for this study will be primary and secondary sources. The primary sources constitute documents, oral traditions, and field notes. The secondary source is a work of historical reconstruction based on the interpretation of primary sources. Examples of secondary sources include scholarly journal article, encyclopedia, dictionaries, interpretation of a diary, biogr