parents and principals as partners in creating a culture of learning

[ 11 I
persons (parents and principals) making the decisions must at all times consider the
fact that the future of children is at stake. Ill-considered decisions by parents and
principals can cause irreparable damage to the education of children (Van der
Westhuizen (ed.), 1995: 152-158).
It is accepted that human behaviour is always purposeful. For this reason making
decisions is important, especially as decisions should be coordinated to achieve a
particular objective (Theron & Bothma, 1990: 182-183). Information is needed for
accountable decision-making. "How important is it to be informed?" is a question
which may be asked. When it is taken into account that man is a religious being,
it is realised that the ability to make choices, taking responsibility for choices made
are all part of the process of being human. Being human implies the ability to
make decisions. Correct decision-making by parents and principals on educational
issues makes certain demands on them in the sense that they must be responsible,
accountable and well informed (Wolfendale (ed.), 1989:6-7; Van der Westhuizen
(ed.), 1995:75).
(4) Skills
Skills refers to the abilities, knowledge, expertise or technique a person has to do
something well. Van Schalkwyk (1990:40) says that a true partnership between
the parents and the principals calls for a division of labour that enables each
partner to specialise in the skills of the instructional tasks in which he or she is
competent. [n the partnership specialised skills/knowledge of each partner is
employed to serve the interests of the partnership, namely providing the child with
quality education (Kruger, 1996:37).
The parents and the principals function as equal partners. In the field of
pedagogical knowledge the principal may be superior to the parents, whereas the
parents may in their turn have superior knowledge/skills of theology, economics,