Linkages between local schools and teacher education institutions are considered an essential factor in preventing isolation of these institutions from the realities of field situations. Participating directly in educational reform programs is an effective strategy that teacher education institutions can use in making their innovations relevant to the needs of the country. Since there is an increasing emphasis on teacher competence, techniques for evaluation of the minimum acceptable performance of teacher trainees are urgently needed. Educational materials are scarce and teacher trainees should be actively involved in the study, construction, and use of material aides. Developing countries may not be able to await detailed research findings before mass implementation of an innovation. Long term planning for mass implementation and active sharing of experiences are important. The nature of the role of the UNESCO field staff member has evolved from an executive to an advisory function in these countries. (JD)