A National Partner Perspective A short session involving some of the national partners set the context of the conference. Graham Brough, representing the TEC National Council spoke of the immense changes the Government was bringing to post 16 learning and training, and highlighted three themes: 1. Context Government plans express a desire to create a system that was reponsive to the needs of individuals, businesses and communities, and put the needs of learners firmly at the centre. 2. Adding Value Graham suggested that Learning Partnerships could add value by: understanding learners and communties, and making sure that their understanding influences plans and strategies considering how linkages and synergies could be improved. 3. Challenges Among the challenges Graham mentioned were the sheer scale of the task, the need to be clear about the sort of partnerships that were being constructed, over-emphasis on competition and institutional interest. He affirmed the critical importance of the work of partnership managers/co-ordinators. 'I do want to take this opportunity to acknowledge the hard work that has been undertaken in getting Learning Partnerships to this stage... The enthusiasm and effort shown by those involved has I know been the main factor in achieving such progress and deserves congratulation.' Malcolm Wicks, Minister for Lifelong Learning Councillor Richard Grant, representing the Local Government Association, said that elected members of loacl authorities had a right to be leading partners on behalf of the learners in their area, to whom they were democratically accountable. He believed that, taking the role of 'Champion of the Learner', Partnerships should grasp the Lifelong Learning agenda on behalf of learners. They should encourages people to get into learning, enabling social and economic regeneration and creating a society in which all people were respected and valued, and where everyone had a real opportunity to experience quality in all aspects of their lives. Cynthia Hannah, DfEE reminded delegates that Learning Partnerships had come a loang way in a short time. There were now 101 Partnerships in England, all with learning plans in operation, but all v ery different in size, structure and priorities. Their differences reflected differences in their working contexts, and indicated one of the great strenghts of Partnerships, their flexibility and adaptability. The future for Learning Partnerships was bright. Ministers were committed to them, and saw them as having a critical role in engaging communities, promoting lifelong learning, identifying local needs and developing innovative solutions, while working to reduce barriers to learning. Finally, Cynthia said that the broad remit for Partnerships was still valid. In the current times of change and uncertainty, Partnerships were providing stability and helping the transition to the new world of the LSC. Helen Gilchrist was also due to speak on the behalf of the Association of Colleges, but was kept away by the bad weather. The main points she wished to make were: It is important to have partners who are committed talk to each other have received tangible results from collaboration. The appointment of a manager/co-ordinator made a great difference. Bury Learning Partnership was formed from a long standing subgroup of Bury Strategic Partnership. Before having a launch, the Partnership concentrated on defining their vision and objectives action planning monitoring progress. Successes: improvements in progress of disengaged adults; plans for Buru-wide marketing and publicity for adult learning. Problems: difficult to see the fit between local Partnerships plan and community planning, or the one between local/sub-regional/regional bodies and national bodies. "Partnership is making learning better in Bury." Dr Helen Gilchist Principal, Bury College