THE COMMUNITY PARTNERSHIPS

Identifying the characteristics of effective community partnerships was the first step in seeking possible communities to study. A scan of the partnership literature, a review of OVAE's previous work on community-based adult education, and discussions with C-PAL's expert panel suggested the following potentially important characteristics:

• Common goals based on the needs of the community.
  
  
• Strong leadership.
  
  
• Broad and active participation from the entire community.
  
  
• Open and frequent communication between the partners.
  
  
• An infrastructure.
  
  
• A comprehensive funding or resource base.
  
  
• Marketing, media relations, and public awareness strategies.
  
  

These characteristics were translated into guidelines used to identify partnerships for possible site visits and inclusion on the C-PAL website. OVAE used these guidelines to select twelve community partnerships which are described in the Partnership Profile section of the C-PAL website.

The motivation for creating each partnership varied and included both internal and external influences. For example, some recognized that a community problem could only be addressed by multiple organizations working together, and others that a partnership was necessary to meet grant eligibility or state funding requirements. In general, the partnerships came together for one or more of the following purposes:

• To improve services for adult learners.
  
  
• To serve more or different groups of adults in need of literacy services.
  
  
• To obtain more funding and other resources.
  
  
• To address a community problem, such as the need for qualified entry-level employees for local jobs.
  
  
• To respond to a federal or state incentive or requirement.
  
  

Although each community partnership is unique, they have a number of characteristics in common. Most exhibit several of the criteria for effective partnerships suggested in the research literature and noted by the C-PAL expert panel. They share common goals based on an understanding of the needs of adults in their communities. A strong leader—either an individual or advisory group—initiated or sustains the partnership, and there is broad participation from the community.

Most of the partners communicate openly and frequently, though some partners note that it took a while for trust and cooperation to develop. Several partnerships have an infrastructure of dedicated staff, relatively stable funding, and formal partnership agreements, but others have virtually no infrastructure and agreements are made with a handshake. All of the partners are seeking more resources to serve more learners in their communities. While a few partnerships have clear plans and strategies for community outreach and public relations, most acknowledge that they need to strengthen their efforts in these areas.