Nominated Senator Crystal Asige has voiced strong criticism of the government’s 100% transition policy for Grade ten learners, asserting that students with disabilities face systematic exclusion from the Senior School transition, despite the government’s claims of promoting inclusive education.
In a statement shared on her X account on Tuesday, January 20, 2026, Asige challenged the meaning of the transition promise, highlighting that hundreds of thousands of learners with disabilities remain unsupported and marginalized.
“We discuss ‘100% transition,’ yet what does this promise signify when learners with disabilities continue to be overlooked?” Asige articulated.
Missing Transition
The MP reported that over 400,000 learners have not progressed to Senior School, with a disproportionate number being students with disabilities who encounter significant barriers to continuing their education.
“More than 400,000 learners have not reached Senior School. A substantial portion comprises students with disabilities, for whom ‘transition’ represents not just a statistic but a daily challenge,” Asige emphasized.
She stressed that successful transitions for these learners hinge on the availability of practical support systems, including accessible transportation, functional assistive devices, dependable personal support, and schools equipped to cater to their specific needs.
“It hinges on transportation they can actually utilize, assistive devices that function effectively, reliable personal support, and schools that are prepared to accommodate their requirements,” the MP asserted.
Fundamental Shift Needed
Asige raised essential concerns regarding whether learners with disabilities are accurately represented in the education system’s data collection processes, cautioning that this lack of visibility perpetuates their exclusion.
“How many of them are genuinely counted? How many appear in the data that informs decisions about schools, financial aid, and support? How can they receive a fair opportunity when the system barely acknowledges their existence?” she questioned.
Asige urged a fundamental transformation in how the education system addresses the transition challenge, calling on authorities to prioritize those most at risk of exclusion rather than celebrating aggregate statistics that obscure critical disparities.
“If we genuinely believe that no learner should be left behind, we must start with those most likely to be marginalized,” she concluded.
