Distance education course designers should be careful to ensure that the instructional materials they create are not only oriented towards the learners, but also that they do not make exorbitant demands on the teachers who are expected to use them. The materials should help the teacher to take advantage of the media available without undermining the confidence of the teacher. The materials should be simple, highly structured and activity oriented, containing many reviews with frequent tests. The contents should be as much as possible designed for high interest and relevance. Extension activities for weaker and stronger students should also be included. Although a highly structured syllabus is desirable, it should not be restrictive and used to constrain imaginative teachers. The materials should be learning-centered rather than learner-centered and serve to make the teacher's instructional tasks easier to do. (Author)