A major postulate of this paper is that education is a subordinate component in a larger system of societies' development. This means that any educational policy for any country should stem from a long-term strategy to support this aim. The main focus of the study that this paper is based on is to develop a theoretical framework that identifies an educational model which would support endogenous development at the local community level. This framework is "indigenous community-based education". It is analysed in terms of its indigenous features and sharing applications, with reference to actual experiences of communities who have undertaken this type of programme. (Contains 9 notes and 1 figure.)