ERIC Number: ED369934
Record Type: Non-Journal
Publication Date: 1994-Mar
Reference Count: N/A
Approaches to Partnerships: Who Shares Wins.
Further Education Unit, London (England).
This bulletin identifies and discusses issues surrounding collaborative arrangements and partnerships for British technical colleges and gives guidance on identifying, setting up, and maintaining such arrangements. Some potential advantages and disadvantages of partnerships are listed. A checklist follows of the most common partners in collaboration with some illustrative examples of the purposes of collaboration. These issues and tensions are then discussed: competition/collaboration debate, approaches to partnership, and significance of incorporation. The following lists of dos and don'ts reflect the real experiences of the colleges involved in partnerships and the lessons learned. Fourteen case studies provide insights into a number of specific partnerships, including the following: shared resources, joint program planning and provision, college-school collaboration, shared progression, college liaison with partner and hinterland schools, further and higher education partnership, shared planning and development, shared delivery of National Vocational Qualifications, joint bid for funding, and shared recruitment. Finally, guidelines are presented as a checklist of questions for consideration when reviewing existing partnerships or setting up new partnerships. They address rationale for collaboration, costs and benefits, management, quality, new partnerships, and partnership and management information systems. (YLB)
Descriptors: Agency Cooperation, Articulation (Education), College School Cooperation, Colleges, Cooperative Programs, Coordination, Educational Cooperation, Educational Planning, Elementary Secondary Education, Foreign Countries, Guidelines, Institutional Cooperation, Partnerships in Education, Postsecondary Education, School Business Relationship, Technical Institutes, Vocational Education
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers - Location: United Kingdom (Great Britain)