7.2 No single agency can alone be responsible for all of these functions and none can meet the full range of learning needs of the community it serves. Partnerships are not only sensible in seeking to maximise efficient and effective use of resources, they are also essential to the task of meeting needs. If lifelong learning for all is to be delivered effectively and become self-sustaining, it will be necessary for all of the stakeholders and partners involved to play their full part and accept their responsibility for turning the vision into a reality.
7.3 Effective partnerships will be the key to successful planning, since learning cannot be limited to school, college, workplace or library. In the lifelong learning culture we envisage people will learn in the widest variety of settings. Meeting their needs and calls for effective local networks, sharing the costs of the identification of needs, pooling information about participation, and identifying priorities for development. At regional and national level, too, agencies need to work together. For example, to maximise support for older adults wanting to prolong active citizenship and good health, local authorities, voluntary bodies, the DfEE, and the Department of Health all have key roles to play.
7.4 The first task is to identify the main stakeholders and partners. Not all of them will always be involved, but in the overall scheme of things they can all expect to be making a major contribution to the success of the project. They should establish their own objectives, targets and methods of review, both for themselves and in relation to those set by other stakeholders. The development of lifelong learning, and implementing the key functions necessary for its achievement, should be seen as a shared responsibility, involving Government (central, regional and local), education and training institutions and agencies, libraries, community centres, learners themselves employers, trade unions and voluntary bodies
7.5 Within this framework the main functions of public authorities and agencies should be to plan and establish frameworks and standards which flow from, support and promote the vision. They should identify areas of need, undertake enquiries and publish their results, encourage the formation of effective strategic partnerships, monitor progress and promote development through increased collaboration and planning.
7.6 In all of this, it should be borne in mind that working in partnership can be difficult, costs time and money and always faces the danger of degenerating into a culture of endless meetings and ineffective talk. Even so, risks need to be taken and experiments encouraged. High trust will be vital, as will be clear understanding by each partner of the powers and responsibilities of the others. Powerful and well-resourced partners need to show generosity to others and work in a spirit of genuine inclusion. The key tests should be that partnerships add discernible and palpable value and lead to effective practical activity in extending learning opportunities for all.
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