Seeking full use of the educational resources available to developing countries in the areas of rural education and agricultural training, this paper is concerned with ways in which the efforts of organizations and institutions concerned with rural development might be improved and expanded. A generalized critical analysis of different facets of rural education--primary and secondary education; vocational training centers; youth service (wherein youth are given the opportunity to work in return for food, clothing, shelter, and a few hours of education and training per week); government-sponsored farm (training) institutes; agricultural colleges; agricultural education at the universities; adult education; and teacher training--is given. Recommendations include change from a subsistence to a cash economy and increased agricultural output to the point of exportation; "gentle" innovation; formulation of a comprehensive rural-development policy aimed at raising living standards of the rural people through increased and diversified economic activity; coordination of activities through an executive governmental council which includes an experienced agricultural educationist and provides academic and advisory support through a university department of agricultural education; provision for manpower planning; and improvement of the status and role of rural teachers, trainers, and extension workers. (MJB)