parents and principals as partners in creating a culture of learning

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The items in Table 11 concern the sharing ofdecision-making between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.17 The majority of parents (85,5 %) felt that they are entitled to be involved
in the decision-making process at their children's school. Parents need to
accept joint responsibility for school management and governance. They
need to be involved in the decision-making process regarding broad policy
guidelines on school management and governance (cf. 4.2.2). A successful
partnership depends, among other things, on parents and principals having
a say in the decision-making process on matters that affect the education
of the child, with due consideration of each partner's field of expertise
(Oosthuizen (ed.), 1994:147). The governing body of a school plays a
very important role in this regard where the principal, teachers and parents
are jointly involved in the decision-making process concerning school
management and school governance (Squelch & Bray, 1996:229).
2.18.1 to 2.18.10 More than haIf of the parents (average of 52,4%) indicated that
they were not given a say in deciding upon the school's:
- mission goals and objective (54%).
- curricular programme (50,5%).
- extracurricular programme (50,5%).
- discipline policy (51,5%).
- religious observance I instruction policy (50%).
- management policy (54%).
- fund-raising policy (55%).
- budget policy (51,5%).
- admissions policy (53%).
- language policy (54%).