SEDIBENG.- ActionSA has said that it notes, with deep concern, the latest statement issued by the Gauteng Department of Education (GDE) regarding the performance of its online admissions system.

The party said that whilst acknowledging certain administrative improvements in the placement of learners, it cannot ignore the serious human impact behind the remaining 1.5% of unplaced learners as that figure represents 4 858 children and their families who remain in limbo; anxious, uncertain and without clarity about whether their children will secure a place at school.

“For those families, percentages offer very little to no comfort,” said John Moodey, ActionSA Member of the Gauteng Legislature.

Moodey said that this infringes upon learners’ constitutional right to basic education.

” ActionSA is particularly concerned by a fundamental lack of integration between Grade R and Grade 1 within the admissions system which results in significant numbers of Grade 1 learners who were not placed at the same schools where they completed Grade R, despite this being a preference of their parents, in many instances. This results in children being placed in schools further from their homes, creating unnecessary transport costs, safety risks and emotional disruption for young learners who are being separated from familiar environments.”

ActionSA raised three critical concerns:

• The failure to prioritise continuity and stability for young learners, especially those transitioning from Grade R to Grade 1;
• The absence of automatic progression mechanisms within the system, despite years of recurring complaints from parents;
• The social and financial burden placed on families, particularly in less privileged communities, when children are placed far from their homes.

ActionSA further called on the GDE to urgently:

• Provide immediate clarity and timelines for the placement of the remaining 4 858 learners;
• Introduce automatic progression from Grade R to Grade 1 at the same school, where parents have indicated this preference and capacity exists;
• Ensure that proximity and feeder-zone principles are properly applied, preventing unnecessary long-distance placements;
• Publicly account for capacity gaps, including classroom shortages and staffing constraints that continue to undermine admissions outcomes and how these gaps will be addressed.

“Education is not about managing statistics; it is about protecting the dignity, stability and future of every child.”