A critique of policy and experience in the introduction of educational television in the Third World is made. Systems of public instruction and nonformal systems of education like agricultural extension, community development, and family planning are the main focus of the discussion. Further guidelines for policy makers are suggested for more effective planning and implementation of projects, increasing the probability that ETV, an educational medium of great potential, will be more functionally incorporated within educational systems in the developing (or the developed) world. The diffusionist's perspective is defined and explained, and the Configurational Theory of Innovation Diffusion is used as the analytical tool for discussion. India is used as an illustrating example. (Author/WH)