The document provides educators with data and information regarding the utilization of alternative educational processes in Latin American rural communities. Many communities exist at social and economic poverty levels and are isolated from urban centers. Documents compiled for use at alternative education conferences, held in Paipa, Colombia in 1985 and in Santiago, Chile in 1986, form the basis for this publication. Part 1 describes the development of diverse strategies for training effective rural educators. It proposes a global education plan, potential school and rural community relationships, and criteria for effective teacher training methods. Rural communities are described as: (1) isolated; (2) economically poor; (3) lacking both communication chains with urban areas and social services; (4) not providing schools or only offering education at primary grade levels; (5) having a high illiteracy level; and (6) experiencing high rates of emigration because of poor economic conditions. Diversity among communities exists in ethnic origins, racial backgrounds, dialects, and languages. Part 2 describes a design for training educators so that they will be able to adapt knowledge and teaching methods to different rural communities' characteristics and levels of economic, social, and cultural development. (JHP)