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8. functions, not extras, whatever they are called. 243.

244.

As partners in the creative and cultural development of young people, arts organisations that are publicly funded should integrate their artistic and educational policies. The policy and development plan should clearly state what the relationships are between artists, artistic programmes, formal and informal education work with and for young people. The plan should also set targets for developing these relationships and for the development of partnerships with others including schools and colleges, youth and community agencies, training agencies and funding partners in the locality. All organisations in receipt of public funds, whatever the source, should be held accountable to deliver their educational objectives.

Promoting the Ôpublic understanding of scienceÕ has become big business. Across the world traditional science museums are reducing their historic curatorial function and vying for custom with the newer science centres set up to engage paying members of the public in a variety of investigative and Ôhands-onÕ science-based activities. Professor Edgar Jenkins

Sports clubs and organisations too have important roles in the creative and cultural education of young people. The diversity and range of physical activity and sport provides pupils with many opportunities to develop a variety of skills. PE and sport are inextricably linked to cultural values and traditions. Sport also provides challenging opportunities for pupils to develop their problem-solving abilities, creative thinking, social skills, and physical prowess as part of their continued development within society. Sport clubs and organisations can support schools in promoting these particular skills in children and should be regarded as important allies in promoting the creative and cultural development of all young people in schools.

Arts Education Agencies 245.

With the contraction of local education authorities, a number of alternative systems of provision and support for the arts in schools has begun to emerge. For example, a wide range of arts education agencies are working with schools around the country. They operate through a range of different types of partnerships between national funding bodies, regional arts boards, city council arts development units, LEAs, schools and college courses, artist and arts organisations. They vary greatly in their requirements for quality assurance and training and in the quality of services they provide themselves. It is important that the DCMS and DfEE should both monitor and support the development of these agencies through combined funding strategies, quality assurance and evaluation guidelines in order to secure quality work in schools, resource

The arts are important in education because they give young people access to the ideas, values and beliefs of others and contribute to all aspects of a childÕs development. They have been shown to feed the creative imagination and improve cognitive and academic skills.

Developing Partnerships

NACCCE report

Create the Future, the Labour PartyÕs pre-election cultural manifesto

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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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