This document contains two case studies, one by J. K. Ansere, concerning the modular program of distance education to prepare teachers in Ghana and the other, by E.A. Mensah, reporting on a research experiment that compared teaching methods used to teach the course of study at a Ghanian worker's college. The modular program described by Ansere is designed to increase the teaching skills of the approximately 40,000 teachers who have not progressed beyond middle school. Written instructional modules, each of which supports three class-hours of face-to-face instruction plus at least one-hour of individualized study, are used. The modules are designed to cover the same content as conventional teacher training programs. The research project reported by Mensah compared the conventional approach used to teach the General Certificate of Education Ordinary Level Course (GCE OL) with the approach used to teach identical content in the General Certificate of Education Ordinary Level Integrated Course (GCEI OL). The nonequivalent control group design was used. The 81 students in the GCE OL were the control group and were taught by face-to-face instruction with occasional written work. The treatment group was made up of the 159 students in the GCEI OL, which was taught with self-contained distance education, course notes, face-to-face teaching, and written assignments and self-tests for each lesson. Students who were in the GCEI OL performed significantly better on their final examinations. (A seven-item reference list concludes the case study.) In addition to the case descriptions, this document includes information on the World Perspective case study project, indexes of all cases by country and by category, and guidelines for contributors. (CML)