Public administration and management training (PAMT) in developing countries has expanded and diversified in the past three decades. Five preconditions have been identified as necessary to ensure the effectiveness of that training: training policies and management of institutions, the educational system, the stock of educated personnel, personnel policies and systems, and the administrative culture of governments. Few less-developed countries (LDCs) have formally adopted training policies, especially related to public enterprises. The network of PAMT institutions can be divided into four main categories: government-owned and managed institutions, autonomous institutions, university-related institutions, and management institutes or schools. The first three types usually implement a classroom approach; newer types of management training institutes devote increasing attention to research and consultancy. Evaluative studies have shown that the impact and effectiveness of training in LDCs have not matched the institutional capacity. Poor management has had adverse effects on the content and quality of training. Some recent innovations in PAMT include shifts in conceptual approaches and changes in the targets and methods of training. In three areas (public personnel policies and systems, training policy, and utilization of existing training infrastructure) new policy initiatives and actions by LDC governments are needed. (YLB)