Towards the Learning & Skills Council Peter Mucklow, DfEE Peter identified six key differences between local Learning Skills Councils and Learning Partnerships and followed then with some key common interests. Differences The LSC (and its local arms): is a statutory body defined by law is a funding and planning agency has a perspective limited by its own concerns is required to design and set in place the frame work in which learning can take place is led by learner demand operates at sub-regional level Learning Partnerships are voluntary, and devise their own aganda focus on delivery take a wide perspective can seek funding outside the LSC, and develop links with others inculding Health and Social Services are provider-led but with a desire to engage learners operate at local level Common Interests Both local LSCs and Learning Partnerships: need intelligence on local needs, for their planning are committed to National Learning Targets and are keen to increase participation and achievement seek to raise standards need feedback from learners, to feed into the planning process. Core Roles for Partnerships Peter saw three particular roles as having central importance. 1. Identifying the needs of local learners, communities and employers, and responding to them. (LSCs should not be seen as the only body working to recognise and respond to learners' needs.) 2. Encouraging providers to collaborate on provision, delivery, standards, resources and staff development. 3. Gathering learner feedback from both young people and adults by providing mechanisms for learner comment and discussion and by working with bodies such as Ufi and the Connections Service The Next Three Years Learning Partnerships will continue to grow in a variety of ways. They will not be subject to an imposed definition of what they should do or be. The DfEE and the LSC will work together to produce a clear framework for the LSC/LP relationship. The Department will support Partnerships by offering continued guidance, encouraging networking opportunities and promoting good pratice. The £10m funding to support Partnerships will continue to 2002 at least. The Department will also invest significantly in evaluating the impact of Partnerships, as a champion of Partnerships wanting to know how they are working. Towards the Learning & Skills Council Marilyn Hawkins, LSC Executive Director designate for Lincolnshire and Rutland In influencing the LSC, Marilyn advised Partnerships to: position themselves with as much authority as possible in their area of expertise offer an exemplary model of collaboration and partnership embody in their own organisation social and economic inclusion develop effective links with other local regeneration activities. She suggested that Learning Partnerships should give high priorty to collecting and managing data, and to facilitating local data analysis and interpretation. 'Identify gaps in information on participation,' she advised, 'in communities, trade unions and so on. It is worth doing local analyses. Act as a source of local intelligence. After all, you have eighteen months start on the LSC.' To influence planning, Partnerships should ensure a regular dialogue with the local LSC, and could encourage mutual representation by getting LSC members on Learning Partnerships specialist sub-groups. Finally, Marilyn affirmed that both the Secretary of State and John Harwood clearly value Learning Partnerships' ability to assess the needs of local learners and potential learners and to offer respnive and imaginative solutions. "Identify gaps in information on participation. It is worth doing local analyses. Act as a source of local intelligence. After all, you have eighteen months on the LSC". Marilyn Hawkins, LSC Executive Director designate for Lincolnshire and Rutland