The goal of ‘teacher quality for all’ is proving difficult to achieve in many countries, especially in rural and remote areas, yet teacher quality is a key determinant of students’ participation rates and levels of achievement. Though teachers’ professional development may be recognised as essential for improving teacher quality, policy choices, resources and approaches sometimes restrict its availability and limit its value to teachers. This paper describes the use of distance education and Information and Communication Technologies (ICT) to increase rural teachers’ learning opportunities in rural China and as a means for policy-makers and planners to support teachers’ professional development in ways than empower teachers.

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