Limited employment opportunities perpetuate the role of unskilled labourers and villagers tend to work in nearby areas as unskilled farm labour, although others may work in larger towns and cities and commute to the village at weekends. Such labouring work and the time-consuming pattern of home-care for the women does not challenge the resources (particularly of the young) to acquire the skills or training needed to assume new roles in the job market. This compounds the problem because one of the major constraints on rural industrialization is lack of skills, since the complexities of modern farming have made literacy essential. Even programmes to improve crafts have had difficulties, since understanding of improved methods and processes requires some degree of education. Civil work contractors working in rural areas often prefer to bring in semi-skilled workers from urban areas, because rural workers on such projects are unable to understand simple instructions. If enterprises are to organize such training themselves they need subsidies to cover the costs incurred.
Without the appropriation and systematic application of fuller literacy, updated technical skills training and extension resources, small communities have no way to develop their services, attract capital or increase their agro-industries in order to compete in the modern economic world. Yet most villagers in developing nations find their daily existence unrelated to the aim and intent of practical education. Emphasis on the few traditional, low-paying skills of the area tends to undermine willingness to make the sacrifices necessary to learn new and more profitable skills that these communities so desperately need.