parents and principals as partners in creating a culture of learning

[ 186)
have to collaborate in the closest possible way in the interest of the child. The
better they are adapted to each other, the more the child benefits (cf. 4.2).
Although the premise exists that parents and principals are indispensable partners,
the situation is far from satisfactory. Parental involvement in and acceptance of
responsibilities for their children's education does not exist. The cause for this
state of affairs rests with the parents and principals. Parent involvement can
succeed if the principal's knowledge of and skills at working with parents, as well
as his self-confidence, professionalism and management skills are sufficiently
developed and if he has a constructive attitude (cf. 4.3.4). Professionalism by the
principal in working with parents in order to create a culture of learning requires
that it is planned and properly managed like all other school activities. Parent
involvement cannot be left to chance encounters and occasional conversations
(cf.4.2; 4.3.5).
(2) Recommendations
The recommendations are that the Department of Education and Culture must:
* Ensure that parents and principals are encouraged and supponed to become
partners in creating a culture of learning by providing them with guidelines
on the mutual sharing of:
responsibilities;
infonnation;
decision-making;
skills; and
accountability.