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Traditional content providers – publishers and software developers – are increasingly joined by new providers of online content including museums, teachers and students themselves. Challenges await content developers and educators in producing, distributing, cataloguing, indexing and evaluating good online content. There are problematic issues here of quality control and intellectual property rights. The market for online education materials produces its own distortions. Because the market is highly fragmented (products and services are targeted by age, grade and subject matter) and finite (demand tends to be limited to the number of students taking any given class at any given time), the cost to compete in the specialised sub-markets is high, forcing many providers to produce big-ticket general studies content, usually in the K-6 range.

3. The development of high quality online educational content that meets the standards of educational excellence The content available for learning on the Web today is variable: some is excellent, much is mediocre. Traditional content providers – publishers and software developers – are increasingly joined by new providers of online content including museums, teachers and students themselves. Challenges await content developers and educators in producing, distributing, cataloguing, indexing and evaluating good online content.

Consequently several smaller countries have accumulated much partnership experience. Member States and other countries have different histories, cultures and traditions as well as size, wealth and existing IT infrastructure from which to build e-learning partnerships. The take-up and emulation of United States models and experience is likely to vary across these settings, balancing the forces of globalisa- Table 4. a. Yes No Yes (starting) Yes Yes Yes H = High; L = Low; M = Medium. Source: MESO (1998).

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