Purpose. The study had three main purposes: (1) to examine theories in education for economic development and to identify one or more that might help explain education and economic development in Kenya since independence (1963 to 1993). (2) to evaluate the economic vitality of education to rural development by exploring the extent to which education as currently provided addresses the socioeconomic needs of rural people. Specifically, rural professionals' perceptions of the ideal skills for developing rural Kenya and the level of provision of those skills were examined. In addition, the study explored professionals' perception ratings regarding the amount of local knowledge high school students possess in areas of general education, socio-political and economic conditions of their districts. (3) to evaluate policy options rural professionals perceive as important in guiding education in order for it to become more relevant to the development needs of the rural people in Kenya. Procedure. Two provinces were selected using some set criteria. Random sampling was used to select two districts, Kwale and Nyeri, one from each of the selected provinces. Cluster sampling was used in the selection of high schools and divisions. Two hundred and thirty-eight (238) respondents constituted the sample. Included were extension workers, high school teachers and district level government administrators. Data were obtained from a questionnaire developed by the researcher and administered to subjects in face-to-face interviews. Descriptive analysis, one-way and two-way ANOVA, chi-square tests and qualitative methods of data analysis were used to examine professionals' perception ratings by gender, community role (job type), location, educational level, and age. Statistically significant differences among or between variables were identified and discussed. Results. Three of the theories examined; human capital theory, status competition and class reproduction failed to provide a complete description of education and economic development in Kenya for the period 1963 to 1993. Institutional theory had some utility in effectively providing a description of education and economic development in Kenya for the period under study. Perceived skills for the development of rural Kenya are poorly or not at all being provided to students by the public education system. In addition, rural professionals believed that by the time students graduate from high school, they possess little or no knowledge about educational, socio-political or economic issues of their districts. This mismatch between the perceived skills and knowledge versus those that are actually provided by public education could be contributing to the high rates of unemployment characteristic of rural Kenya. Further, community perceptions regarding the provision of skills to students by public education, and students' level of local knowledge, were found to be significantly influenced by gender, location, community role and age of respondents. Educational level of respondents had no influence at all. Diversity issues were found to be important factors to be considered when rural policies are developed. It is recommended that there is need for educational change especially in the ways policies are developed and implemented. Specifically, policy makers need to adopt a more open grass-root and research-based approach to policy development. This could increase and enhance shared decision-making in order for education to better address the needs of rural communities in a more appropriate and focused manner.