The inconsistency between norms prescribed by international agencies and the educational strategies suggested to put these norms into practice has created problems as is evident in the case studies of India and Egypt and the general aims of educational development in these two countries. In Egypt a policy of basic education had the support of world agencies that maintain a strong concern for general education and training in specific skills. The concern focused on social issues rather than with an attempt to develop individual human potential. The educational strategy of basic education in Egypt has derived directly from UNESCO documents concerning educational development: (1) everyone has the right to education; and (2) the initial conditions of educational development should be within the society itself and not come from outside. The methods suggested were inconsistent with the norms prescribed. In India, the most active proponents for the cause of management education were those with previous exposure to management training abroad, and a conflict existed in the minds of the instrumental elite groups between wanting political, economic, and cultural independence and welcoming foreign assistance and institutional transfers. In both cases, the size of the grant and the importance to the recipient to a large measure determined the degree of influence a donor agency exercised over the recipient. (CK)