This paper attempts to trace the major developments in teacher-education which have taken place in many Third World countries, especially in ex-British colonial territories, but focuses more on some current dilemmas in education and teacher-education which these countries face. An important observation made in the paper is that there has been a sharp and growing criticism about the "unsuitability", "irrelevance" and even dysfunctionality of western-type formal educational institutions (including, by implication, teacher-education programmes) where the needs of developing countries are concerned.