parents and principals as partners in creating a culture of learning

[ 156]
many schools. These schools are characterised by a high failure rate, early
school dropout, a lack of discipline, low morale and an anti-academic
attitude amongst pupils (cf. 1. 1). Neither the principal nor the parent alone
can fulfil the task of creating a culture of learning. The parent is involved
with the child as the primary educator and the principal as secondary
educator (cfA.l). The only effective manner in which these' common
educating tasks may be unified, is by considering the parents and principals
to become partners in creating a culture of learning (Van Schalkwyk,
1990:39-40).
2.2 Most of the principals (70%) indicated that parents have not accepted
responsibility for creating a culture of learning. Children from poor socio­
economic conditions according to Vorster & Van der Spuy (1995:62) lack
sufficient mental stimulation in their homes. Children are often left
without supervision with no-one to monitor their school attendance or
homework. Very often their houses are overcrowded and extremely noisy.
There is seldom enough space for school-going children to study in peace
and quiet. Books, radios and television are not readily available for them
to learn more about the world around them. Parents should have no
uncertainties as to their educational responsibilities as parents since they are
the primary and natural educators of their children. Parents are responsible
for the adequate education at home which serves as a basis for school
education (cf.4.2.2)
2.3 Three-fifths of the respondents disagreed with the statement that parents
have ensured that their children receive a balanced quality education.
According to Landman et al., (1988:22) parents should be fully aware of
the role, purpose and task, as well as the possibilities and limitations of
their activities as regards the education of their children. The purpose of
the child's education is not on!y adequate support and guidance towards
responsible adulthood, but also the optimal realisation of the child's unique
potential (cfA.2.ll.