General Recommendations 

• 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)
• It is recommended that courses in phonetics should be an essential element in SLT education, and that they should incorporate a direct clinical focus. A thorough understanding of speech production is seen as a prerequisite for good practice in SLT. (CD 2)
• 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 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 closer collaboration between SLT educators, pre-clinical and clinical educators should be encouraged in order to provide good cases or problems for students' learning. (CD 7)
• It is recommended that the use of Internet as a part of study programmes in SLT  is implemented initially on an experimental level, with its effectiveness to be fully evaluated over time. (CD 9)
• 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 a standard approach to the use of IPA phonetic conventions for transcribing normal and disordered speech should be adopted across Europe and that this should be a core component of educational courses. Further consideration might be given to the definition of minimum standards in phonetics which could be recognised across Europe for all students of S&LT. (CD 11)
• The CL community may be interested in establishing international degrees in CL in its own right. If this happens, then certification and accreditation will be important, as it has been for the Master's in Language and Speech in which ESCA and EACL are involved. (CL 15)
• We recommend international funding schemes for creating NEL teaching and learning materials, such as handbooks, CD-ROMs, Web materials, ODL broadcast, multifunctional model and practice corpora, etc., in close cooperation between the EU and non-European countries, ensuring that all prospective users of the products are considered  (NEL 10)
• The capacity for education in Phonetics and in the total field of Speech Communication Sciences needs to be increased. (PHON 2)
• It is recommended that further work should be done at a European level to evaluate educational and professional standards 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. (CD 12, SLE 4). This includes the definition of a system for the accreditation of SLE courses and a validation procedure for that (SLE 5)
• Larger coordinated efforts are needed to promote mobility through international recognition of credits and commonly agreed degree requirements. (CL 6)
• General linguistics and language studies should start integrating CL modules into their curricula.  (CL 9)
• We recommend that traineeship (internship) should be part of students' curricula. (NEL 6)
• We recommend that academia take industrial needs of recruitment into account (with consequences for curricula, job profiles and life-long learning).  (NEL 7)
• Larger coordinated efforts are needed to develop innovative pedagogical resources (PHON 4, NEL 10)
• Lifelong learning needs to take place. resources (PHON 5)
• Old barriers between the humanities and science/engineering must be lowered. (PHON 6)
• The summer schools and courses organized by ELSNET, and others need to continue. (PHON 7)
• The introduction and the extension of updated curriculum on SLE education in universities to develop strategic needs across multilingual Europe (SLE 1)
• 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)
• 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)
• Industry, national and international bodies should continue to support projects for the development, testing and evaluation of advanced training modules for SLE, including ODL and LLL. ISCA-SIG on education can play an important role. (SLE 11)
• More phonetics and computational linguistics in technical university education could better prepare students for the professional jobs in SLE (SLE 13)
• The contents of curricula in SLE should be in consensus with the multidisciplinarity of this field. It is stratified into different approaching levels. A selection of tutorials modules are recommended together with software resources available in relation to curricular requirements and educational criteria (SLE 14)
   

Specific Recommendations 

• 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 definition of a system for the accreditation of SLE courses and a validation procedure for that (SLE 5)
• We recommend awareness actions to make students and prospective students aware of the offers in NEL (in particular new job profiles) including computer applications in NEL. Those awareness actions could be carried out through Web dissemination, associations, contacts with the media, local student advisers, etc. The target groups to be informed are both secondary school and university students.  (NEL 13)
• It is recommended that a standard approach to the use of IPA phonetic conventions for transcribing normal and disordered speech should be adopted across Europe and that this should be a core component of educational courses. Further consideration might be given to the definition of minimum standards in phonetics which could be recognised across Europe for all students of S&LT. (CD 11)
• To continue the organisation of summer schools in the idea of the integration of speech and language. (SLE 12)

Based on the work done by the Socrates TNP on Language and Speech during the years 1997-2000.

Recommendations on Curriculae

• General Recommendations
• Specific Recommendations