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8.

Developing Partnerships Introduction

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Partnerships between schools and outside organisations and individuals are essential to the kinds of educational development we are advocating. They are not additional luxuries. Such partnerships enrich and extend the experiences of young people and support teaching and training. In both ways they can help directly to raise standards of achievement. In this chapter we identify the benefits of partnerships and the conditions for successful development.

The Opportunity

Good schools alone will never be good enough Ñ we need communities that think differently, work differently and are even designed and built differently. Such communities would make for a better, more exciting world in which living, working, and learning come together again and recreate vibrant, selfsustaining communities. I would love to live in such a world. John Abbott, To be Intelligent

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The National Curriculum was built on the assumption of what schools can achieve with the help of outside providers, including LEA support. Schools cannot achieve the required standards on their own. It is crucial to build on existing good practice to develop a national strategy of partnerships to support schools. Every child should have a basic entitlement to a range of partnership activities in school. This should not depend only on geographical location or the personal enthusiasms of individual teachers. The work of schools can be supported by a wide network of other partners and providers, including community groups, business, industry, and cultural organisations. By Ôcultural organisationsÕ we mean museums of all kinds (for the arts, sciences and humanities), galleries, performing arts organisations, sports organisations and other subject-based or youth organisations. There is room for a huge range of partnerships and joint projects with such organisations. Some offer one-off events to schools; others provide long-term projects or residencies. Over the last twenty years there has been an extraordinary expansion in education work by cultural organisations.

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At the beginning of this report, we noted the rapid growth in the UK of the creative industries. There is a second area of development which in our view is of equal significance. This is the work of artists and of other creative organisations in education and the community. This sector includes artist-inresidence schemes, childrenÕs theatre, theatre in education, education liaison programmes of major cultural organisations and community-led projects which are based in the arts and cultural activities. The UK has a leading international reputation for such work and its significance is now

It is important that partnerships between schools, artists and galleries give access to and act as a catalyst for creative learning for young people in their transition from school to further and higher education and into independent life.

Developing Partnerships

NACCCE report

Lindsey Fryer, Arnolfini Gallery, Bristol

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ken robinson et al 1999_all our futures  
ken robinson et al 1999_all our futures  

All Our Futures: Creativity, Culture and Education Report to the Secretary of State for Education and Employment the Secretary of State for...

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