Die ouer se plek en taak in die opvoeding en onderwys soos geïmplementeer in 'n tipies voorstedelike primêre skool in Transvaal

Abstract

Nobody can take the place of the parent as the principal educator. The school has always acted as supplementary educator of the child during school hours. Because the state has given more and more to the parent inter alia the establishment of free tuition, many parents have been taking it for granted that the school alone is responsible for the education of their children. This is substantiated by the poor parent participation in the election of members for school committees and school boards, as well as the poor support of parent-teachers association meetings and gatherings of a cultural nature at schools. In addition to all its divergent responsibilities the school has now also partially taken over the parent's educational task of his child. The school is, however, not equal to this task because inter alia teacher training does not adequately equip students for their vocation. The school should. nevertheless be in the best position in due course to make parents realise that they can never effectively be replaced as principal educators. They must also realise that ample opportunities exist in Transvaal where parents can partake in full in the education and tuition of their children. By means of purposeful guidance parents will do their duty. This research has proved clearly that after continuous guidance had been given, parents have shown more interest in the election of members of the school committee and the parent-teachers association. Not only did more parents attend meetings of a cultural nature at the school, but they also showed more interest in book displays and parent-teacher conferences. There was also more significance in their coaching of different games and in the entertainment of visiting teams. In addition, assistance was given in

the library, many teaching aids were made for teachers and parents assumed their rightful responsibility with regard to the collection of funds. However, education an a national scale, is necessary. Apart from the school, the state, the church and cultural bodies must co-operate and co-ordinate their efforts in this respect.