parents and principals as partners in creating a culture of learning

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the common goals and aspirations of the partners;
the expertise and specialised knowledge ofeach partner which can serve the
partnership;
effective and efficient communication between the partners with a view to
optimal communication;
mutual encouragement and assistance to ensure that the partners play their
roles to the best of their ability;
cordial cooperation between the partners; and
mutual loyalty.
4.3.3 The need for a Partnership
Schools are man-made, secondary designs which were created because parents no
longer felt fully competent to perform their educative task. Although the function
of the school is defined as teaching or tuition, in a broader sense it remains the
education ofchildren. This is, however, supplementary education. Parents cannot
and may not delegate to the school their privilege and responsibility of educating
their children. Parents retain the primary responsibility for the education and
personal actualization of their children. Consequently it is essential that parents
should be involved with the school (Munnik & Swanepoel, 1990:76-80; Van der
Vyver (ed.), 1997: 166-168).
True educative teaching necessitates a partnership between home and school in
order to uphold unity in education (Stone, 1984:3). The act of educating is
indivisible and cannot be split into two isolated spheres of home and school as this