The main purpose of this study was to undertake a systematic assessment of thernmanagement of distance education for upper primary school teachers and thereby tornsingle out the strength and weaknesse s of the program and eventually to providernalternative recommendations against the identified problems. To this end, answers tornthe basic questions pertaining to the manner of course development, production andrndistribution; the nature of the management of the tutors; the characteristics of thernstudent support service; the manner of budget preparation; and the most importantrnconstraints that affected the program were so ug ht for.rnThe research methodolog y employed in this study was descriptive survey. Accordingly,rnsurvey questionnaires and interview question items were prepared and pilot tested andrnadministered to a sample of 378 subjects composed of 240 tutees, 104 tutors, 13 tutorialrncentre coordinators, IS univers ity personnel. 5 heads of the distance educationrndepartments of the regional education bureaus and the head of the distancerneducation deportment of educational media agency. In aggregate, 99.9 per cent ofrnthe questionnaires were properly filled in and returned, and data analysis mode usingrnboth descriptive and inferen tia l statistics such as percentages, weighted means, chisquarerntests, t-tests, and Spearman's rank order correlation coefficient test.rnThe findings of the study showed that except for the development of quality courserncurriculum. the program was characterized by a multitude of problems. Chief amongrnthem were delay in the deve lo pment, production, and distribution of course materials;rndifferent sorts of tutor-related, tutee-related and credit-related problems associated tornassignments for exchange; sch edule-related, content-related, and discipline-relatedrnproblems pertinent to exams; lock of full-fledged counseling service to the learners;rnabsence or incompleteness of resource rooms; irregularity of tutorial sessions; and lockrnof continued training, supervision, and reinfo rc ement scheme in relation to the tutors .rnRecommendations were also forwarded in the interest of addressing these issues.rnIncluded were: policy issue s that concentrate on the institutionaliza tion (in higherrneducation institutions) of administrativ e structure for distance education, thernestablishment of a unit that would toke care of the production and distribution of therncourse modules, the provision of efficient, comprehensive and multidimensional studentrnsupport services, and the proper management of faculty as well as tutors.