Structure and Functions
When the regional chambers were abolished, their executive functions transferred to the Regional Development Agencies, and their scrutiny functions became exercised by the new leader's boards. The RDA and the leader's board were to jointly produce a new Single Regional Strategy, with Ministers exercising an oversight function.
The UK Government did not propose a set structure for the boards and each region was free to make ito own arrangements. The Government however did aim for the boards to be:
- streamlined and manageable, able to make strategic, long-term decisions;
- representative of local authorities across the whole of their region — including representing key sub-regions, upper and lower tier authorities and the political balance of leaders;
- composed of local authority leaders and with sufficient authority to act on behalf of all the local authorities in the region.
Read more about this topic: Local Authority Leaders' Board
Famous quotes containing the words structure and, structure and/or functions:
“Science is intimately integrated with the whole social structure and cultural tradition. They mutually support one other—only in certain types of society can science flourish, and conversely without a continuous and healthy development and application of science such a society cannot function properly.”
—Talcott Parsons (1902–1979)
“... the structure of our public morality crashed to earth. Above its grave a tombstone read, “Be tolerant—even of evil.” Logically the next step would be to say to our commonwealth’s criminals, “I disagree that it’s all right to rob and murder, but naturally I respect your opinion.” Tolerance is only complacence when it makes no distinction between right and wrong.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 2, ch. 2 (1962)
“Adolescents, for all their self-involvement, are emerging from the self-centeredness of childhood. Their perception of other people has more depth. They are better equipped at appreciating others’ reasons for action, or the basis of others’ emotions. But this maturity functions in a piecemeal fashion. They show more understanding of their friends, but not of their teachers.”
—Terri Apter (20th century)