The purpose of the research done in 1970-71 in 9 secondary agricultural schools in Zaire was to generate a system for analyzing agricultural education. For this purpose, how the agricultural school relates to the 4 main currents in sociology--the sociology of organization, of education, of occupation, and of "rural animation"--is considered. Studies were done on the training of agricultural technicians at Secondary Agricultural Technical Schools (SATS). The agricultural schools are examined in terms of sectors, institutions, and departments and in terms of roles and functions of the school. What is taught agronomic technicians being trained for public service, as private sector agents, and as instructors for professional agricultural training is discussed in terms of the type of material used, the practical tasks assigned, and the merits of visits to plantations versus visits to villages; and the professional choices open to agronomic technicians after graduating are considered. Localization of SATS and rural development are covered in terms of urban zone, peri-urban zone, urban couronne, and hinterland. Finally, the lack of prestige suffered by agricultural schools is discussed in terms of the organizational level, the contents of education, the occupational level, and the role of authority. (FF)