This article is a response to a 'Counterblast' concerning the delivery of probation training (Stout and Dominey 2006). The authors mounted a 'defence of distance learning', as a method for training probation officers, and took issue with assertions earlier made by us on the subject of distance learning. Our article is intended to clarify our position on distance learning (which previously amounted to no more than a few words) and to clarify the basis of some of our reservations. In doing this, we make more general, critical observations concerning the state of New Labour's probation training programme and about the current crises in which the service, and its training arrangements have become embroiled.In their first sentence, Stout and Dominey (2006) refer to 'probation education' and, in their penultimate one, to 'training for offender managers'. Our view is that these are two different things and this leads us to take a different position as to where preparation for practice should take place. Whereas we agree wholeheartedly that probation officer education should remain in higher education (HE), whether or not 'training for offender managers' (p.539) should be similarly rooted in HE appears to be a more taxing question and, as a result, our answer is more equivocal. Working professionally with people subject to court orders and prison licences in order to help them live as peacefully as possible in their community requires a university education. Something similar, albeit less convincing, can be argued for delivering 'what works' correctional services. 'Managing offenders' in the context of a misguided, Home Office-driven fixation on 'public protection' needs staff who can tick boxes and press buttons. If risks are to be avoided, never to be taken, then a university education seems superfluous.Stout and Dominey bewail the absence of a suitable place to debate criminal justice education. There may be some truth in this, although the