IN THE UNITED ARAB REPUBLIC, MANY GRADUATES OF AGRICULTURAL SCHOOLS HAVE NOT BECOME ESTABLISHED IN FARMING. THIS STUDY WAS MADE TO (1) EXAMINE THE FACTORS WHICH AFFECT THE DECISION TO ENTER UPON FARMING, (2) PROPOSE THE ROLE OF SOCIAL CHANGE AGENT FOR AGRICULTURAL EDUCATION, AND (3) PROVIDE A GENERAL UNDERSTANDING OF THE ROLE OF AGRICULTURAL EDUCATION IN DEVELOPING COUNTRIES. COMPARATIVE STUDIES OF NINE OTHER COUNTRIES WERE INCLUDED. ANALYSIS OF TWO SETS OF FACTORS WAS DEVELOPED IN TERMS OF FARM LAND AVAILABILITY, OCCUPATIONAL OPPORTUNITIES, SOCIAL PRESTIGE OF FARMING, COGNITIVE DISSONANCE, ECONOMIC MOTIVATION, AND SOCIAL PRESSURE. IT WAS FOUND THAT THE TREMENDOUS INCREASE IN POPULATION WITHOUT PROPORTIONATE EXTENSION OF ARABLE LAND RESULTED IN LAND FRAGMENTATION, CONTINUOUS SHORTAGE OF FOOD, HIGHER RENTAL VALUES, AND TREMENDOUS INCREASE OF THE FARM LABOR FORCE. FARMING WAS LOW IN SOCIAL PRESTIGE AND POWER. AGRICULTURAL EDUCATION WAS NOT THE DETERMINANT FACTOR IN BECOMING ESTABLISHED IN FARMING. AGRICULTURAL EDUCATION ORGANIZED AROUND SCIENCE WAS RECOMMENDED FOR ESTABLISHED FARMERS. THIS DOCUMENT IS AVAILABLE FROM UNIVERSITY MICROFILMS, ANN ARBOR MICH. ORDER NO. 63-3192. MICROFILM $3.00. XEROGRAPHY $10.00. 232 PAGES. (PT)