The trends in post-industrial society toward decentralization, diversity, and individualization, with emphasis on synthesis rather than analysis, require educators who are more flexible, adaptable, and capable of managing diversity; this can prove advantageous to small and rural schools, which have long been using such a philosophy. Educators will become expert in managing information resources and designing learning experiences for individual students relevant to their needs, growth, and development. Optimal learning centers (schools) will serve 800-1,200 pupils, make maximum use of modern technology for information transfer, require fewer teachers with higher qualifications, and make extensive use of paraprofessionals and community resources. Educational services centers, like New York's Boards of Cooperative Educational Services, will provide shop-oriented occupational education; education for the severely handicapped; service technicians to repair electronic equipment; specialists in developing and adapting software; inservice teacher education; subject matter specialists; libraries of computer and video software; and mainframe computers, transmitters, and receivers too expensive for purchase by school districts. Rural school districts must act aggressively to create the necessary infrastructures for inter-district cooperation, integrate high technology into rural school organizational structures, and provide leadership in operationalizing schooling models appropriate for the post-industrial era. (MH)