This article emanates from a comparative study of the quality of a B.Ed. (Hons)
programme in contact and distance contexts in a dual-mode institution, in terms of
access, delivery and output. Both versions of the programme are guided by a similar
underpinning philosophy that drives its ethos. Even though it appears that there may
be no prominent discrepancies between the two modes of training delivery, institutions
that decide to venture into rural areas are faced with challenges that have to be sorted
out if the quality of a given distance education programme is to be enhanced. Also,
there is the need for institutions to distinguish between academe that are interested in distance education and those that are not in order to improve on their research status. Finally, suggestions are proffered on how institutions in an African setting can improve the quality of their programmes.