Abstract
With increased attention to the role of non-formal education in rural development in recent years, innovations in program strategies have been widely borrowed and transplanted. While there have been occasional successes in this endeavor, there is evidence of widespread misapplication of strategies. These have resulted primarily from a misunderstanding of either the strategy itself or the context into which it was being transferred. This examination of four cases of attempted transfer suggests that adaptation, rather than adoption or transplantation, occurs in successful applications of exogenous strategies. A conceptual framework is developed to assist field practitioners and educational administrators in understanding the logic of an exogenous strategy, and in evaluating its local applicability. Suggestions are offered for how this framework can be used.
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