ABSTRACT
In the late 1980s and during the 1990s the public was voicing increasing concern about its perception of the failure of the education system to deliver perceived value for money. At the same time structural changes and increased funding for higher education took place in a general climate of central government demanding measurable improvement in educational performance. The era of league and performance tables was thrust on all sectors of education from primary schools through to universities. Various agencies appeared to measure, monitor, control and offer advice. While these changes may be derided by some as interference in areas of academic freedom, it cannot be denied that many of the laissezfaire and conservative attitudes prevalent in education could not continue unchanged. One of the products of this change in ethos is a guideline document on distance learning, issued some years ago in an attempt to ensure that the student experience changes for the better.
