Perspectives on accountability in distance education, which began in Australia in 1911 at Queensland University, are considered. It is suggested that to be effective, distance education needs a sound philosophical basis; appropriate organizational structure; adequate resource allocation; specialized educational techniques and student access; production of effective learning materials; an efficient course delivery system, including a student support system; staff development programs; and evaluative and monitoring procedures. Each component of a distance education system needs careful examination. The following questions must be considered: how does the institution perceive and articulate its role in terms of students admitted, what is taught and by whom, and teaching methods; how much does the institution invest in its distance education system, and what priority does it accord the system; how well articulated is the distance education system with the rest of the institution; what provisions are made for the design and development of new courses; are materials produced in a format that facilitates student usage and that is appropriate to the subject, level of the course, and the updating requirements; has an efficient system been devised for mailing materials, processing assignments, dealing with student inquiries, arranging tutorials, and updating files; and what kind of formal evaluation program does the institution have? (SW)