Hord (in Mawhinney 1993) proposes that inter-agency interactions can be placed along a continuum of cooperation that ranges from coordination to collaboration (37). Researchers agree that successful interventions require, at minimum, the coordination of professionals who are providing services for children and families. Some argue, however, that a more expansive approach requires collaboration where "organizations join to create improvements in children's services that are no single agency's responsibility" (Kirst in Mawhinney 1993: 37).

If we look at types of partnerships on a continuum, as Hord suggests, where as you move along the continuum interactions become more complex and expectations for mutual benefit increase, we can describe their different characteristics as in Table 1 on page 23.

"Partnerships," therefore, can include a number of different types of relationships. A community project to support family literacy can involve different types of partnerships with different agencies simultaneously. You might have a relationship based on sponsorship with the Rotary Club, for example, and also have a cooperative arrangement with Social Services where they provide referrals into your program. Relationships with community partners will almost inevitably change and evolve as the project progresses.

Why are partnerships important?
There has been a great deal of attention and emphasis placed on partnerships and collaborations in recent years. The reasons behind this focus have been economic, political, and social.

We have seen a marked increase, not only in Alberta but across Canada and beyond, in holistic approaches in the ways in which we support and deliver services to individuals, families, and communities.

Many human service agencies have come to realize the inadequacies of systems based on fragmentation and categorization of the needs of adults and children. These needs have traditionally been met by a diverse and separate array of government departments, social and human service agencies, and educational institutions. Without the links provided by partnerships, these agencies may be unaware of the extent and range of their clients' needs, of the services and support offered by other agencies, and therefore of where the gaps in service delivery exist (Bradford 1993). As Kunesh and Farley (1993) and Mawhinney (1993) point out, the challenges and barriers that many members of our communities face are interactive and interrelated. Children and families who experience one are likely to experience others as well. Therefore, our solutions and services must also be interrelated.