parents and principals as partners in creating a culture of learning

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Swanepoel (1990:81-85) parents who have access to all information and
records concerning their children are able to support and amplify the
education provided by the school by following-up and correcting the child's
work, practising certain skills, revising and repeating the work done at
school (cfA.2.2).
2.12 and 2.13 Although only 56% ofthe principals send out newsletters to parents
on a regular basis, the majority of the respondents (average of 84 %) in
2.13 agreed that a newsletter should contain the following information:
staff changes (40%).
curricular achievements (90%).
extra-curricular activities (98 %).
school climate/culture (96%).
social events (96 %).
According to Dekker (1995:30) it is essential that parents be fully informed
of the school's activities so that they can make a positive and real
contribution to the education of their children. A newsletter from the
principal could serve this purpose effectively (cfA.3.5). Keeping the
parents informed will encourage involvement of parents in their children's
education.
2.14 Only 50% ofthe principals agreed that they experience trust, understanding
and respect between parents and themselves when information concerning
educational matters is exchanged. According to Munnik & Swanepoel
(1990:80-81) an important requirement for cooperation in a close
partnership is a positive attitude. 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