parents and principals as partners in creating a culture of learning

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remains primarily responsible for what becomes of its non-adult members and
therefore it remains sympathetically, actively and helpfully involved in formal
education (Badenhorst (ed.), 1995:111).
The parents may therefore require the following, among other things, ofthe school
(Badenhorst (ed.), 1995:111-112; Van Schalkwyk, 1988:178-179; Oberholzer, et
aI., 1990:160-164; Van Wyk, 1994:24-25).
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Education must be in harmony with the spirit and character of the home.
The school must build on the foundations laid by the family and must strive
to attain the same general educational goal. In the case of a Christian
family, the educational objectives and content (i.e.the principles and
viewpoints put forward), the teaching methods, together with the attitudes
and behaviour of the teachers and principals, and much more, must be in
line with Christian principles. Should the school begin to assume a more
heterogenous and multicultural character, it is still essential for the school
and family to be in agreement regarding the broad and general spirit and
character of the community. The school will then be concerned with
instruction and learning in the sense ofgeneral community values while the
family will have to be responsible for education in the particular values it
wishes to inculcate.
It must instil acceptable principles and values in the child and teach him to
put them into practice. In the case of a Christian child, this would mean
the inculcation of Christian principles and values.
It must provide education in accordance with the best and most
educationally accountable educational principles, points of view and
methods. The school may not, for instance, indoctrinate the child
politically or religiously.