Abstract
D.Ed.
The hour glass for the existing educational dispensation has run out and planning which has radically changed the face of the South African educational system within a very short period of time, has already been implemented (Mondstuk, 1993: 1). Never before in history have so many changes regarding education, social welfare, economy and politics taken place in a such a short period of time in the Republic of South Africa.
The development of a Bill of Human Rights can be seen as the biggest development in the social-political field in the Republic of South Africa. This Bill of Rights can form the basis for a democratic and multi-cultural society where everyone can develop to their full potential.
The Bill of Rights will, among other issues, promote the democratic transformation of the community, protect the variety of cultures and languages and maintain the rights of all learners, parents, teachers and principals.
Within the framework of the Schools Act everyone who is involved in education will now have the opportunity to play a bigger part in the control, management and development of the school.
The principal should thus always take the following entities and /or interest groups into consideration in his decision-making, namely parents; the governing body; learners; teachers; teacher unions or associations; administrative and service personnel; student organizations as well as the Department of Education. To be able to satisfy all these interest groups the principal will have to see to it that he has a workable knowledge of multi-cultural education, democratic and participative management and the Bill of Human Rights. Striving to reach a true democracy has been a vision many have dreamt about.
Democracy has become a part of school management. If this change is implemented in schools, the status quo will be upset. Principals will have to take note that non-discrimination and equality are important building blocks of the Bill of Human Rights without which harmonious management will not be possible.