ABSTRACT
The development of ICT skills is identified as a key requirement of learning for the twenty first century (Dearing, 1997; Fryer, 1997; 1999; Kennedy, 1997). Key skills are seen as 'essential features of government plans for education and training' (QCA, 1999). In essence:
Digital (ICT) skills are seen as essential for the future prosperity of the nation as well as having the potential to remove barriers which exclude and disadvantage many people (Clarke, 1999: 16).
