g - Today training expenditure is limited because too few companies recognise the need to invest in training. The future is constant re-education, probably at least 2 weeks per year or 4% of direct productivity loss, without travelling time, if intensive full-day courses are used. Distance training carried on continually could at least halve the direct productivity loss costs by spreading out training time over the year and avoiding travel. Tele-education/distance learning - Telecommunications can augment standard educational facilities with distance learning. Access can be instant to all forms of education at much cheaper rates, while the pressure for higher education will increase. As the links between education and individual salary become more evident, SO the links between the wage gap between the qualified and the underqualified will become more obvious. 91 There is growing realisation that traditional solutions will not succeed. Recruiting more staff and building more facilities will not provide the answer and is financially untenable. A fundamental re-evaluation of teaching and education is required, especially in higher education, a key result of research and from other sources such as the OECD Futures Database. Components of future learning environments: teaching via interactive video conferencing and narrowcast transmissions; Web networking for document access and circulation, and messaging; interactive multimedia course materials and documents; computer-based learning (of a more advanced kind than that seen in the 1980's); document bases with capacity for large numbers of simultaneous network accesses. All of these together are being considered to address the four major areas of the education "business": the education process; learning resources; learning resource access; management of the support framework. INFRASTRUCTURE TO 2030: TELECOM, LAND TRANSPORT, WATER AND ELECTRICITY - ISBN 92-64-02398-4 - © OECD 2006 2. TELECOMS INFRASTRUCTURE TO 2030 Two major advances are possible which change the basic p