This paper focuses on the need for increased sensitivity and responsiveness in international education and training project evaluations, particularly those in Third World countries. A conceptual-theoretical framework for designing and developing models appropriate for evaluating education and training projects in non-Western cultures is presented. This holistic framework addresses procedures and models that provide evaluative support for project planning, design, implementation, and management. Conceptually, education and training in any country can be described in terms of types, cycles, systems and subsystems, kinds of output, ultimate goals, and the quality of the natural human resource pool. The cultural aspect, as well as the social and economic aspects, of educational and training projects for developing countries must be considered. It is concluded that the following seven cultural factors must be addressed: (1) social systems and institutions; (2) interpersonal relationships; (3) polities; (4) politics; (5) religion; (6) economic systems; and (7) educational and technological bases. The evaluation scope and intensiveness (depth) and identification of the appropriate evaluator must also be addressed. (TJH)