3. Infrastructure 

An expansion of the role of methods and tools of SLE in education and in clinical practice is recommended, even if SLT educators are unfamiliar with SLE and somewhat sceptical about the its importance. Development of deeper knowledge of SLE, and collaboration between SLE and SLT should be considered at Master's degree level. (CD 3)
Collaboration between those working in CAL and in SLT for production of materials is strongly recommened. The use of CAL offers exciting possibilities and is viewed positively overall, but its exploitation in SLT education needs care and selectivity. (CD 4)
It is recommended that teaching and learning strategies that facilitate the application of theory to therapy should be developed and exploited, and that the development of the professional skills that lead to the generation of reflective practitioners should be facilitated. Incorporating pre-clinical subjects (anatomy, physiology, linguistics, phonetics etc) in the new pedagogical methods used in SLT education would have major advantages for student therapists. (CD 6)
It is recommended that exploitation of the Internet/WWW should be used to facilitate the application of theory to practice, and to help bridge the gap between research and clinical teaching in SLT. (CD 10)
It is recommended that further work should be done at a European level to evaluate educational and professional standards in SLT and to facilitate good practice in education. This may be done through activities such as development and sharing of curricular resources or the development of an advisory network including representative professional bodies and educationalists in SLT. (CD 12)
CPLOL advocates a variety of clinical placements in the basic education of SLTs. In line with Socrates objectives, we would advocate student and staff exchanges between a variety of academic institutions, facilitating the development of equality of standards in SLT across Europe. (CD 13)

The capacity for CL education needs to be increased. (CL 2)
Larger coordinated efforts are needed to attract larger student numbers (CL 3)
Larger coordinated efforts are needed to bundle scarce teaching competencies. (CL 4)
Larger coordinated efforts are needed to develop innovative pedagogical resources.  (CL 5)
CL and speech processing need to cooperate in building links to industry.  (CL 10)
Links between education and research need to be strengthened. (CL 11)
The involvement of learned societies like the EACL in educational matters through international special interest groups should be fostered. (CL 14)
Internationally funded RTD programmes should continue to support projects for the development of advanced teaching tools for CL. (CL 16)
Teaching staff should be increased and freed to participate in coordinated activities that enhance the students' learning experiences and the value of their qualifications.  (CL 19)
We recommend that reforms in CL education not be limited to the level of higher education. It is necessary to initiate wide preparatory measures at other levels of education. Awareness raising and competence raising measures in secondary education can for instance take the form of job orientation with respect to the language industries and the integration of NLP tools in grammar teaching and foreign language teaching. (CL 22)

We recommend that an international infrastructure should be put into place for creating, maintaining and distributing scholarly resources for the study of NEL, including text corpora, lexical databases, term banks, computational grammars, etc. This should function as a free international library, by the cooperation of free national libraries into a new international infrastructure. This very same infrastructure would also permit fruitful debates on problems of quality assurance, adherence to standards, authenticity, copyrights, etc. (NEL 3)
We recommend that the need of students for inexpensive learning environments, including hardware (e.g. multilingual keyboards) and software, be acknowledged  (NEL 9)
We recommend the creation of an international forum dedicated to NEL computing, where teachers and students can meet and exchange information, experiences, etc. (NEL 11)
We recommend that cooperation should be sought with East European countries, which despite their expertise in NEL are too frequently excluded from the electronic arena.  (NEL 15)

The capacity for education in Phonetics and in the total field of Speech Communi-cation Sciences needs to be increased. (PHON 2)
Larger coordinated efforts are needed to promote mobility through multilateral international recognition of credits and commonly agreed degree requirements. (PHON 3)
Larger coordinated efforts are needed to develop innovative pedagogical resources (PHON 4)

The introduction and the extension of updated curriculum on SLE education in universities to develop strategic needs across multilingual Europe (SLE 1)
To improve and to strength the links between industry (research and development laboratories) and universities in the area of SLE. (SLE 2)
The definition of a system for the accreditation of SLE courses and a validation procedure for that (SLE 5)
The adaptation of educational technology infrastructure to current innovations imposed by the market or research imperatives. (SLE 7)
For universities in Central and Eastern Europe it is imperative to strength the links with similar institutions from EU in order to set up new curricula, to retrain the staff and to develop the educational and research infrastructure according to well recognized standards. (SLE 8)