If social inclusion policies are to be fully effective, it is vital that individuals and representatives from excluded and community groups are involved in developing, introducing and monitoring learning initiatives, for example in terms of their policy and projects related to specific groups of people.

Establishing and maintaining these links is time consuming, but every opportunity should be taken for fostering community consultation and partnership.

• As cultural institutions are an essential part of adult learning, libraries, museums, theatres, ecological parks and other such institutions need to be strengthened and appropriate funds should be allocated in order to develop these as adult learning resources.
• The conservation and use of cultural heritage as a lifelong learning resource needs to be promoted and methods and techniques for strengthening heritage and cultural learning be developed.
• Public authorities and educational institutions should draw up "access map" to enable users and learners to reach resources or assistance in their community on a managed basis.
• "Access maps" should provide access to all forms of learning opportunities - formal, non-formal, informal.
• Encourage the development of individuals through voluntary and community development activities
• Public and educational institutions in communities or defined geographic areas should establish co-operative arrangements to improve service to users
• Cross-sectoral funding should be established. Funding should include an element which is measured against progress towards cross sectoral community partnership
• Training of librarians, resource managers and teachers should be coordinated and should include ways of developing mutual support. Objective and quantifiable performance measures should be set for all these collaborative strategies.