In a previous article for "EJHE," I detailed Curricula Reform (CR) efforts in Higher Education (HE) in four (relatively) well developed regional and national settings (The EU, the USA, Hong Kong SAR China, and Singapore). I detailed the backdrop motivating the moves by policymakers to reform the curricula in such "world class" settings, that is, in each of the areas noted, there exists the capital resource base (economic, social and cultural) to undergird such hopes and policy outcomes. I also then detailed the processes each region's policymakers have undertaken to foster "world class" outcomes via CR efforts. Yet, the critique of these processes, and their applicability to CR in less developed countries (LDCs) remains; a task which is the scope of this study. It specifically addresses the question whether the goals and objectives of such higher education curricula reform pressures from the (post)industrial "first world" upon the LDCs are reasonable, given their largely agricultural economies.