Studies in six Ghanaian and four Mexican rural schools tried to assess whether the anxiety for entry to modern sector jobs distorted teaching and learning in classrooms. The conclusion was that such anxiety is indeed one factor which diverts attention and effort from the official aims of education. But it is only one. Even where the anxiety does not exist strongly, the values of teachers can lead to the neglect of pedagogical objectives. Social class relationships can also determine whether or not children are sent to school mainly to qualify for the modern sector or simply to learn enough to function better as adults in a relatively unfriendly society.