【正文】 library, especially from the percentage of adults readers over 14 years of age since on the area under investigation the percentage of the 14 years old readers is the highest, out ing from this situation the accent made on school reading but also the weak implication of the adults in raising the importance of public reading. material condition of the rural educational institutions it39。 setting up the longterm factors to place and replace the rural education to the level of their importance and integrate it into development projects. Concerning the specific area of our investigation, the reviewing of some indicators such as: the material condition of the educational institutions (cultural home, school, local library), the volume and the quality of the personal having educational meaning, the forms and the educational methods of the specific rural educators on the local population etc., this review revealed by paring a sort of good and bad factors who are imprinting the functioning of the rural educational institutions. The knowledge of these factors is very important because this way the expectations factors can be discovered in attempt of developing the education in the rural areas. The field research results went us to the conclusion that the efficiency of the local educational system depends on the following factors: experience and degree education of the local educational staff。t have cultural homes in use. On the field areas where munes have a big number of villages included in this case it39。 1 正文 了解了寶貴的文化教育傳統(tǒng)不僅給農(nóng)村教育注入了活力 ，而且還給一些農(nóng)村教育機構(gòu)的管理，發(fā)展或停止提供了借鑒，我們認(rèn)為從歷史事件中（橫向、縱向）研究農(nóng)村教育的具體方面，把重點放在農(nóng)村教育機構(gòu)的角色和農(nóng)村教育形式的價值上，這一研究是有益的和必要的。因為在我們所調(diào)查的地區(qū)里， 14 歲的讀者比例是最高的。 農(nóng)村的小孩子更喜歡一份立即可以干活的工作，一份快速的收入可以讓他們有錢繼續(xù)上學(xué)。我們發(fā)現(xiàn)位于山區(qū)的，孤立的文化家園活動和那些在山上或大場區(qū)的是有顯著差異的。因為這些機構(gòu)的效率是由基礎(chǔ)設(shè)施（教室，教育空間，保持衛(wèi)生，清潔，建造或振興工程等）決定的，這些也是當(dāng)?shù)厣鐓^(qū)決定的。 農(nóng)村教育更好發(fā)展的方向性成果。 ． 最后，另外一個影響當(dāng)?shù)亟逃到y(tǒng)的效率和運作水平的指標(biāo)是一個我們所調(diào)研地區(qū)的地理情況的考慮，也就是一個由周圍的村莊組成的公社結(jié)構(gòu)。 在調(diào)查的 61 個村莊中， 17 個村莊沒有一所學(xué)校， 44 所農(nóng)村小學(xué)里有 23 所是小學(xué)。事實上，在過去意味著農(nóng)村社區(qū)終身教育中心的文化家園，在今天的大多數(shù)農(nóng)村地區(qū)，只具有象征性的意義。研究發(fā)現(xiàn)，當(dāng)?shù)氐慕逃w系取決于以下因素：當(dāng)?shù)亟逃藛T的經(jīng)驗和學(xué)歷，當(dāng)?shù)亟逃龣C構(gòu)的后勤 。s more reduced in rural areas then in the urbane zone, the same as school dropping frequency is higher in villages. Children having mutation problems prefer an immediate job, a quick ine to attending school or being under parents authority they work on agriculture and have household duties. efficiency of the local educational systems depends on the educational forms that each institution applies. This explain why some of the cultural homes have high attendance to their activities of village people, meanwhile other cultural homes have poor attendance or not at all. These institutions with a high efficiency level, manage to integrate in their curriculum cultural educative experiences from the past but are also ready to involve themselves into new values of the contemporary society, straight line of the cultural values existence. This situation is to be found in Sarmas, Deda and Raciu, locations where old customs and tradition are still alive, maintained in value by the cultural homes activities where new things like popular music dancing groups, folk music band, theatre teams etc. are always in preparation and organization, but where there is place also for modern and necessary things like: operating puters courses, modern dancing, aerobics, foreign languages courses and so on. A positive model who should be followed and generalized for all cultural homes is the one in Sarmas who39。 the logistic of the local educational institutions。 the cultural homes held in the local mune board of directions hands have from time to time strange activities like dancing nights. No questions for investments and renovate the buildings then. For changing the sadly reali