tion or a process. New stimulus to the study of change has been provided by the current academic passion and political enthusiasm for an understanding of the process by which nations modernize. Recent frenetic activity among social scientists has produced a substantial literature on social change, modernization and development. Theoretical inquiry and a little empirical research have provided additional knowledge of the type and the mixture of the economic variables necessary at the various "stages" of development, and some glimmerings of insight have appeared identifying certain linkages between these variables and formal programs of education.2 Although much is still not known about the causal interactions between the educational and the economic indicators of