The educational policies of developing states should not be tailored to the needs of businesses in the developing world. Arguably, cross border trade in commodities and products is as important for nations in the developing world as partnerships with wealthy companies in Europe and the USA. Cross border trade of this type requires skills distinct from those required by established forms of economic production (farming, heavy industry, resource extraction) and those required by the service industry.  Development theory encourages poorer states to increase both their workforce’s skill base and the adaptability of their economies. The more flexible an economy, the more resistant it will be to shocks and changes in individual markets. Side proposition’s argument would lead to developing economies exchanging dependence on agricultural and manufacturing activity for a dependence on outsourcing.  All forms of economic activity are vulnerable to crises and market failure. Side proposition can do little to prove that the service economy, or skilled manufacturing are inherently more robust forms of economic occupation than farming, craft or semi-skilled manufacture.  Side proposition believe that individuals who are trained to serve a service economy will be inherently more adaptable and employable than those trained in fields tied to more traditional forms of economic action. Why should these two areas of expertise be mutually exclusive? The large families and highly integrated communities that are predominant in the most populace developing states should encourage the acquisition of a wider range of skills – the better to ensure that all economic eventualities will yield some form of profit and prosperity.