The way in which people generate, build up, store and transmit information is being radically changed, along with modes of communication, exchange and work. The education and training systems have to take due account of these trends when defining the shape and content of learning. There has been a drastic change in the situation since 1996. The scale and complexity of the area makes any attempt to provide an exhaustive inventory of experience at all levels futile. However, common pointers are emerging which need to be taken into account and these are illustrated in this report.
Numerous challenges remain .
They go beyond the issue of equipment and have a crucial bearing on actual practice, and the widespread introduction of innovation. This report seeks to take stock of progress since the Council's Resolution and Conclusions were adopted and to lay down a preliminary marker with a view to preparing a fresh stage in European cooperation in order to rise to these challenges as we move into the 21st century. It is based on an analysis of the trends observed over the past three years, what has been achieved through Community programmes and the findings of specific studies, e.g. on the impact of ICT on the role of the teacher, and the initiatives of the Member States. The first part describes how difficult it is to get actual practice and technology to dovetail when the situation is unsettled and diversified. The third and last part is given over to recommendations in order to create these conditions.