It would be logical to assume that training structures are the natural outcome of training needs, which, as was suggested in the last chapter, can be either social or professional. In many countries, this is indeed the case; in other countries, training structures may also be subject to the availability of human or technical resources or, infrequently, to government or professional regulation. For this reason, while the wealthier nations often produce more communicators than are needed, some less fortunate countries, which tend to view communication as an essential tool for social and economic development, remain desperately short of trained personnel.
Education administrators, even in the most affluent societies, always complain about the resources that are allocated to them. Of course, it could be argued that there is never enough money spent on education. But there is a question of degree. Educators in the industrialized nations may claim with justification that their salaries and facilities are inadequate, but in many parts of the Third World even the most fundamental needs remain unsatisfied. The most frequent complaints recorded in researching this study had to do with the dearth of such basic teaching materials as textbooks. It can be imagined how difficult it must be in these circumstances to teach some of the more advanced communication skills requiring word processors, computers, cameras, projectors, recorders and other expensive equipment.