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 improved practices. It also includes ensuring that governance structures are representative of South African society and that the student body is adequately represented in such structures.

The Rationale for Use of Distance Education Methods
Whether consciously or unconsciously, attempts to make use of distance education methods have generally been driven by a desire to build on some or all of the following lessons emerging from the history of distance education practices:
 * 1) Providing access to students who would–either because of work commitments, geographical distance, or poor quality or inadequate prior learning experiences–be denied access to traditional, full-time contact education opportunities. This motivation has possibly been the key motivating factor behind use of distance education methods. The drive has been motivated partly by growing awareness of the importance of lifelong learning and corresponding attempts to respond to market needs. It has also been motivated by dwindling student numbers in some of the more traditional areas of educational provision, and a corresponding need to find new educational markets.
 * 2) Seeking to expand access to educational provision to significantly larger numbers of students. This motivation is linked to, but not the same as, the previous one. Its difference lies chiefly in the scale of programmes. Many programmes motivated by a desire to provide access to students who would be denied access to traditional full-time contact education do not really have goals of reaching significantly larger numbers of students. Indeed, it is notable that large-scale distance education programmes are, in general, confined to very few educational sectors, most notably nursing and teacher education. Most other programmes tend to be small-scale interventions, although it is fair to suggest there may be a change in this regard as alignment between industry/commerce and programme providers gathers momentum.
 * 3) Shifting patterns of expenditure to achieve economies of scale by amortizing identified costs (particularly investments in course design and development and in effective administrative systems) over time and large student numbers. This motivation draws together the above two motivations, and has been an underlying economic rationale for many distance education institutions around the world. Its success depends on limiting numbers of courses, while maximizing enrolments on these courses. Many distance education programmes we have worked with simply have no intention or capacity to exploit these economic benefits. Reasons for this are varied, but are most commonly because market demand is simply not big enough to create programmes enrolling thousands of students or because institutions or programmes have neither the financial nor human capacity to make large-scale venture capital investments in course design