4. Professional development 

It is recommended that work towards the further development of Speech and Language Therapy as a recognised academic discipline should continue. It is important to recognise its multidisciplinary links and to encourage theoretical developments and research in both the art of clinical practice and the science of intervention. (CD  1)
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 the use of the internet for education in various areas of SLT should be facilitated for the benefit of clinicians, students and teachers. The need for observance of professional ethics must be emphasised. (CD 5)
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 academic and clinical teachers in SLT should have access to continuous training oppor-tunities aimed at helping them to meet the challenges posed by the introduction of new pedagogical methods. (CD 8)
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)

The capacity for CL education needs to be increased. (CL 2)
Larger coordinated efforts are needed to bundle scarce teaching competencies. (CL 4)
Larger coordinated efforts are needed to develop innovative pedagogical resources.  (CL 5)
Old barriers between the humanities and science/engineering must be lowered. (CL 8)
Lifelong learning needs to take place. (CL 12)
The summer schools and courses organized by ELSNET, FOLLI and others need to continue. (CL 13)
Institutions for higher education should consider open and distance learning schemes and life-long learning in CL. (CL 20)
An increase of highly competent teaching staff at institutions offering CL is needed.  (CL 21)
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 European institutions of higher education explicitly recognise the importance of the application of information and communication technologies to the teaching and learning of non-European languages. These languages have a right to have at least the same level of proper computer support as the main European languages. (NEL 1)
We recommend that industry and academia stimulate the exchange of scholars and industrial researchers. (NEL 5)
We recommend that academia take industrial needs of recruitment into account (with consequences for curricula, job profiles and life-long learning).  (NEL 7)
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 systematic teacher training through affordable, publicly funded workshops, tutorials, summer schools, etc., with the participation of the industries of the field.  (NEL 12)
We recommend the inclusion of non-European countries, in particular those whose languages are the object of study, in all actions. Cooperation with non-European countries should not take the colonial form of sending them finished products. Instead, they ought to be involved from the start in long term cooperative projects which allow them to choose their own destiny.  (NEL 16)

Larger coordinated efforts are needed to develop innovative pedagogical resources (PHON 4)
Lifelong learning needs to take place. resources (PHON 5)
Old barriers between the humanities and science/engineering must be lowered. (PHON 6)

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 coherent system for acquisition of competencies and skills through dedicated training models addressed to various job profiles and to expected changes in the SLE market. (SLE 3)
The creation of an European infrastructure for testing, evaluation, certification, quality assessment and dissemination of training resources in the area of SLE in order to increase the quality of collaboration among different institutions over Europe. (SLE 4)
Continuous interdisciplinary professional development for teaching staff in speech technology in the context of life long learning and modern teaching methodologies. (SLE 6)
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)
Building professional competencies through training mobilities in the EU frame by different programmes and according to a common accreditation system (ECTS). (SLE 10)
To continue the organisation of summer schools in the idea of the integration of speech and language. (SLE 12)