It is self-evident to anyone capable of seeing beyond the confines of the little spheres within which we spin out our lives, that the day is rapidly approaching when it will no longer be viable for the minority of the world’s population who don’t live in villages to make every major decision affecting the lives of the majority who do. So any program of village education which intends to be forerunner of a revised world order must, as its first priority, design a delivery system premised on local decision-making. (Vaudrin, 1975)