ABSTRACT
Institutions have their own distinctive styles of working and these can cause conflict and problems for the partners. The style of a school encouraging young people to take part, for example, in a community care project may be different from the style and culture of the neighbouring social services department. In turn, this style may be different again from the style and culture of, say, the local Age Concern group. The minister responsible for neighbourhood partnership schemes, Lord approaches of stakeholders. Each stakeholder will tend to want the other Falconer, called for ‘a major cultural shift’ in the attitudes and partners to adopt their own language and style. Again, schools should proceed with caution. The benefits of becoming a member of a community partnership could be considerable. Such partnerships are capable of opening up a whole range of project opportunities from social care to environmental and community development. The important thing is that each partner, including the schools, should be clear about their own needs and expectations and understand how these can fit with the needs and expectations of the other players.
