10.21 TECs and LECs can play an important role in developing a culture of lifelong learning for all at the workplace, and beyond. They can do this through needs analysis, sponsoring provision, brokering partnerships, supporting employers and unions in the development of plans for education and training and through their own involvement in local forums for economic and social regeneration. Their effectiveness will be enhanced to the extent that they participate actively in strategic partnerships and become more accountable to the communities which they serve. They can do this in an number of ways. For example, it could be achieved by the inclusion of a wider spread of community and voluntary sector members on their Boards, through the implementation of projects aimed at supporting local initiatives or by holding open meetings to report back and consult on their local work.

10.22 TECs and LECs can also make key contribution towards the mapping and audit of current provision, by drawing upon and improving their local databases of information on local companies and community enterprises. They should use this information systematically to give attention to stimulating the expansion of demand for learning amongst those in the local workforce who are underrepresented in lifelong learning and in those local businesses in which a culture of learning for all has yet to take root. Giving publicity to achievements and good practice will be an essential element of this.

10.23 TECs and LECs should focus on the identification of local needs in industry and enterprise and support provision and other initiatives designed to meet them. They should promote lifelong learning in all places of work, especially in small and very small businesses, including amongst the self-employed. They should co-ordinate their efforts with those of other nearby TECs and LECs and get involved in local strategic partnerships.

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