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Whilst the international higher education market is becoming more competitive as education competes as export and import commodity, international higher education in South Africa still attracts little attention. This is in sharp contrast with countries like Australia, New Zealand and the United States of America where educational services represent respectively the third, fourth and fifth largest export service. In contrast to this, the South African Institutions of Higher Education in South Africa have an inclination to address the imbalances of the past, caused by the previous Apartheid Political System. This national oriented approach has a detrimental effect on Institutions of Higher Education in South Africa’s ability to significantly gain in terms of education export.

 
 

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More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. "Typical distance learners are those who don't have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class" (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

When referring to drafting international commercial contract, high-profile facility agreement, and other commercial transaction designations as well as legal research & publication, Western-educated lawyers, legal practitioners, and legal researchers are often judged to be much more qualified than the Asian/African-educated ones. By far, legal education in Asia is deemed lacking resources, from which other negative aspects were laid claim to; meager publications, lack of qualified instructors, as well as requiring sophistication and spontaneity from the legal practitioners and non-practitioners.

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