The rural community of Woyisso has been experiencing mounting internal andrnexternal pressures since its formation. These pressures are contributing to the recentrnrise in their enthusiasm for formal education. The sever draught that occurred duringrnthe ethnographic present has fanned this already high fervor. This means thatrnformal education, as an institution that evolved in an alien culture, is coming intorncloser interaction with the social and economic reality of the inhabitants of Woyisso.rnThis interaction has several implications.rnOne implication is the function of the opposition that exists between the worldviewrnand value systems underlying formal education and those that the community holds.rnIn this regard formal education is attempting to replace the idealistic worldview andrnvalues of the community with materialistic ones.rnAn implication of adopting, by households, education of children as a major functionrnof the household is that they are required to make adjustment to the way they gornabout their traditional functions. Production and allocation of resources are some ofrnthe most disturbed household functions. Formal education is disturbing therntraditional household division of labor by taking children away from the householdrnand the hamlet for part of a day or for an entire academic period. Moreover, it isrnplacing strain on the resources of a household especially as its children advancernthrough formal education. It was noted that this economic strain was by and largernresponsible for school dropout.rnAmong the implication of increased valuation of formal education by the communityrnare the decrease in the practice of early marriage especially infant betrothal; therngradual transfer, from parents to children, of power to make decision on the time ofrnmarriage and choice of marital partner; the gradual withering away of the socialrnrninstitutions that provided for bridewealth and resources for wedding feast or theirrnalignment to the service of formal education; the transformation of traditional normsrnof gender relations; re-socialization of children into the political values and principlesrnof the government; creation of labor shortfall by taking children away from theirrntraditional productive task which contributed to the migration of laborers into therncommunity. In all these, formal education is contributing to the increased subordination of the community to the towns