Distance learning in Botswana is a relatively recent phenomenon. However, over the last few years institutions offering distance learning courses, in particular Botswana Open University and the University of Botswana (UB) have recorded phenomenal growth as evidenced by the number of courses introduced ranging from diploma to degrees at the masters level. Enrolment, especially at Botswana Open University has also grown tremendously despite challenges associated with the provision of learning by distance mode. The argument of this paper is that the provision of distance education in a dual mode institution like the University of Botswana is often riddled with problems and challenges that compromise quality. Equally, there is often too much emphasis on growth in terms of courses on offer and enrolment figures at the expense of the qualitative aspects especially at the initial stages of program commencement. Thus, there is a dire need to reflect on the qualitative aspect of education being provided if the objective of empowering learners with knowledge and skills for global competitiveness is to be realized. Achievement in the provision of distance and open learning should go beyond a mere offer of a plethora of courses to desperate clients and or the conferment of diplomas and award of degrees of questionable standards. Thus, policy, planning and management of distance and open learning demands creative ways to manage the education systems and maintain academic standards equivalent to those of the conventional systems

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