parents and principals as partners in creating a culture of learning

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understanding and respect surmount any limitations imposed by such definitions.
The foundations of the structure of partnership should be such that, when a
problem arises, the flfst resource is not to law, but rather to mutual understanding
which exists within the partnership(Wolfendale (ed.), 1989: 121; Dekker &
Lemmer, 1993:157).
Van Rensburg, Landman & Bodenstein, (1994:468) are of the opinion that there
is no hierarchy ofpartners, but only an unwritten agreement that each partner will
accept his responsibilities and pull his weight. If one partner neglects his
obligations, he places a heavier burden on the other partners. The efforts of
parents and principals in defining their reciprocal responsibilities in education, help
to establish a sound foundation of trust. This relationship of trust must be
developed in order to embark upon specific action to establish procedures and
structures which will ensure sound communication. Therefore. each party within
the partnership has to be provided with all the necessary information and
knowledge as to his specific part in the school's activities, how he has to execute
them and within which bounds he has to perform these tasks (Dekker & Lemmer,
1993:157; Badenhorst et al., 1994b:23).
An important requirement for cooperation in a close partnership is a positive
attitude (Munnik & Swanepoel, 1990:80-81). Although the ways and means of
reaching objectives employed by various partners might differ, partners should
never become estranged and unity should never disintegrate. It is clear that
partnership also means joining forces, whilst retaining individuality. A successful
partnership depends, among other things, on parents and principals trusting one
another, being aware of and understanding one another's needs and aspirations,
communicating effectively, and having a say in the education of the child, with due
consideration of each partner's field of expertise (Oosthuizen (ed.), 1994: 147).