ABSTRACT
Controversies and proposals relating to rural education make up a substantial part of all the literature about agricultural development on the one hand, and about education for development more generally on the other. The key points in this literature exemplify all the basic conflicts of viewpoint about optimal strategies for development policy. In one article it is impossible to present a balanced assessment of so wide-ranging a set of topics and issues. Instead one must select while maintaining sufficient breadth of view to see each topic in perspective. 1 Associated risks of imbalance are inescapable.
