CONCLUSION

Access for learners and program quality are two of the major problems faced by the adult education system. The twelve community partnerships identified by the Community Partnerships for Adult Learning initiative are making admirable progress on both of these issues by leveraging resources through coordinating services and many other forms of collaboration. They are doing so in partnership structures that vary from simple to complex, from formal to informal, and from large to small. Some partnerships are well established, while others have just begun.

They serve adult learners with a variety of characteristics and educational needs in libraries, community centers, schools, colleges, workplaces, churches, housing projects, and prisons. All seek the involvement of a broad spectrum of their communities, some more successfully than others. While a few conduct formal needs assessments, most survey their target populations and the community informally to determine what programs and services are needed. Despite differences among these partnerships, they all share major strengths, including:

• Effective leadership.
  
  
• A common vision for more and better literacy services to more adults.
  
  
• Strong commitment to adult learners, the community, and other partners.
  
  
• A client-centered approach to service: "We have to meet them where they're at."
  
  
• Mutual respect and trust.
  
  
• Open and frequent communication.
  
  
• An understanding that partnerships must suit community needs and adapt as circumstances change.
  
  

These programs are promising examples of community partnerships for adult learning. By expanding the literacy and workforce education programs and services available to adults, these partnerships are helping to prepare them to carry out their responsibilities as workers, parents, and citizens and to contribute to the economic well-being of their communities.