parents and principals as partners in creating a culture of learning

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One can hardly talk about the school as an extension of the home, or of a
complementary relationship between parent and principal, without acknowledging
the parent-principal partnership. It is universally recognised that such a
partnership is indispensable for the harmonious, functional and effective
continuation not only of educative teaching in schools but also of education in the
primary education situation. Parents and teachers are equal partners in a
harmonious partnership. As such they are not just companions but share a
common destiny (Oberholzer, Van Rensburg, Gerber, Barnard & M6ller,
1990:149).
Van Schalkwyk (1988:101) says that these two people - parent and principal - are
the child's main educators. To the parent (primary educator) education is just one
among many tasks; to teachers/principals (secondary educators) it is their
profession. But to both parties it is essential to achieve maximum and optimal
cooperation, coordination and continuity in their common task. They should be
and become partners in education in the true sense of the word "partnership". In
such a parent-principal partnership parent and principal are equal partners, their
actions directed to the same goal: proper adulthood of the child (Oberholzer, et
al.,1990:149).
Van Schalkwyk (1988: 101) points out that in a partnership both the responsibilities
and the privileges of the enterprise are shared. Each partner performs part of the
task - usually the part for which he or she is best qualified. Shared responsibility
implies that both are fully involved in the overall task, even though each partner
performs only a specified part of it. This applies equally to the parent-ehild
partnership. Each deals with a particular facet of the child's education and
teaching, but both are fully involved in all facets of educative teaching and carry
the same responsibility for it (Oosthuizen (ed.), 1994:142).