Ruth Wong in her article ‘Teacher Education and its Problems in Some Developing Countries in South East Asia’ (110) points out that the trends and developments in teacher education can be seen as the responses to a cluster of recognised dilemmas - the traditional/modern dilemma, the consumption/investment dilemma, the legitimate/expedient dilemma, and the quantitative/qualitative dilemma. The evidence of conference, commission and seminar reports suggests that of these dilemmas most dominant is that between quantity and quality.