A retired principal, Buks Platt, stated that the 2015 National Promotion Policy Guide, which determines whether learners are promoted, transferred, or repeat a grade, is confusing.

65-year-old Buks Platt, who taught for 39 years and helped establish both Eldorado High School and Rocky Crest High School, says too many parents still do not grasp how promotion decisions are made or what support their children are entitled to.

Platt, speaking to nbc news as a father and grandfather to learners, warns that the Promotion Policy Guide is often misunderstood, leaving parents confused when learners are held back or promoted without meeting required competencies. 

The policy provides a national framework for promotion, assessment and support, outlining the roles of teachers, principals and parents. 

Schools must inform parents why a learner is to repeat a grade, which competencies need improvement, the type of interventions provided, and the support expected at home. 

Repeating learners receive structured learning support, and those at risk of being promoted without meeting requirements are referred to a multidisciplinary support team.
Platt says many parents, based on his personal experience, are unaware of these provisions.

"Understanding the national policy on pass requirements dated March 2015. It's an official document, and I applied it many times in my life because I was, as I said, 39 years in the business, and I was a school principal for many, many years. I approached the principal very kindly with the expectation that she should transfer the child. You know, normally on your schedule you have a P for pass, a P for promoted, and a P for not promoted. But then there is a T. A T is for transfer. When you condone a child, not based on how you feel, I didn't ask the principal for a personal favour. I'm referring to a national document, official policy from the Ministry of Education."

He warned that without proper implementation by school principals and without parental understanding, children suffer the consequences through repeated failure, stigma or being pushed forward without mastering basic competencies.

"I think that's my concern and the inconsistency because at this school the learner passes because the principal is implementing the document, and at the neighbouring school the child fails, and you know it's not good for a child not to be in his peer group."

Platt urged the Ministry of Education to strengthen communication with parents and ensure schools properly implement support systems so "no child is left behind because of silence or ignorance.