Another strong performance on the back of continued enrolment growth

Johannesburg, 27 March, 2023: Commenting on the results, ADvTECH CEO, Roy Douglas, said: “ADvTECH has delivered a strong set of results for the financial year ended 31 December 2022. This continued trend of delivering a consistent performance is reflective of the quality of our assets, the group’s scale and resilience. Furthermore, the decision to invest in selected African markets is now contributing significantly to operating profit.”

Operational and financial performance

· Strong financial performance

· Strong cash generation and sound balance sheet

With good enrolment growth in both the schools and tertiary divisions complemented with increased business activity in the resourcing division, group revenue grew by 18% to R7.0 billion (2021: R5.9. billion). Operating profit increased by 20% to R1 333 million (2021: R1 108 million) with the group operating margin improving to 19.1% (2021: 18.7%). Normalised earnings for the period increased by 20% to R790 million (2021: R656 million) while normalised earnings per share increased by 20% to 145.7 cents (2021: 121.5 cents) per share.

Cash generated by operating activities increased by 11% to R1.8 billion (2021: R1.6 billion), emphasising the inherent cash generating ability of our business.

The group’s expectations are that our growth trend and continuing strong cash generation will continue. Together with a sound balance sheet and reduced borrowings, the board continued with the payment of dividends at a similar cover ratio as in the prior year. The board therefore declared a final dividend of 37.0 cents (2021: 31.0 cents) per ordinary share for the year ended 31 December 2022.

Schools South Africa

· Good enrolment growth

· Solid financial performance

Owing to the recognition of the group’s excellence in education, all of our brands, including the premium brands, have shown growth. Revenue increased by 14% to R2.5 billion (2021: R2.2 billion) and operating profit increased by 17% to R484 million (2021: R413 million). The operating margin benefited from improved systems and processes, increasing to 19.4% (2021: 18.9%)

The group recorded exceptional results in the 2022 IEB examinations, resulting in ADvTECH retaining a leadership position in private education in South Africa. ADvTECH’s students achieved an impressive 99.5% pass rate and 90.8% obtained a bachelor degree pass.

Pinnacle Raslouw, in Centurion, opened in January 2023. Enrolments have exceeded expectations necessitating the need to bring forward phase two of the project.

Schools rest of Africa

· Excellent growth underpinned by a commitment to quality education

The group’s school brands in the rest of Africa continue to experience strong enrolment growth and operational improvements. Revenue increased by 25% to R334 million (2021: R268 million) and operating profit increased by 69% to R80 million (2021: R47 million) with the operating margin improving from 17.7% to 23.9%.

Gaborone International School continues to perform exceptionally well with strong enrolment growth and market leading academic results.

Capacity was increased at the Crawford International in Kenya due to the strong demand owing to their market-leading academic offering. The school’s final year students, completing their A-level qualification, achieved 95% acceptance into international universities in the US, UK, Europe, Canada, Hong Kong, Asia and Australia.

The introduction of The Cambridge International Curriculum at Makini Schools in 2020 has proven successful with enrolments approaching 1000 students. The group continues to invest in refurbishing the sites to improve facilities and to portray a more aspirational appearance.

Tertiary/University division

· Well established brand portfolio

The ADvTECH tertiary division continues to grow off the back of a well-established, quality brand portfolio that offers a comprehensive range of programmes and qualifications. Revenue increased by 12% to R2.7 billion (2021: R2.4 billion) and operating profit increased by 12% to R680 million (2021: R609 million) with operating margin remaining flat at 25%.

Capacity was increased at the Varsity College campuses in Pretoria and Midrand in response to growing demand. Similarly, buildings adjacent to Rosebank College’s Braamfontein and Pretoria mega campuses were acquired to allow for further growth.

As mentioned in our half-year results, the Minister of Higher Education and Training published the draft regulations in 2022 setting out the criteria to qualify as a “university”. The group welcomes this development as a positive step as it allows us to plot our path to achieving university status. We will continue to engage with the Department of Higher Education and Training as developments unfold in this regard.

Resourcing division

· Strong overall performance lead by outstanding performance in the rest of Africa

The strategy to expand into the rest of Africa continues to pay dividends and remains highly cash generative. The division continued to increase its presence and number of placements in 19 countries across the continent. This resulted in revenue increasing by 38% to R1 407 million (2021: R1 018 million) and operating profit by 129% to R89 million (2021: R39 million).

Loadshedding

With the ongoing challenge of loadshedding in South Africa, we are committed to minimising our environmental impact across all of our operations in South Africa and the rest of Africa. We have successfully implemented various measures to ensure that our ability to deliver high-quality education remains unaffected. Most of our sites have generators and our business has a relatively low electricity usage with costs in this regard remaining contained. We also keep a close eye on our electricity and water usage and track it using meters, while constantly seeking out new opportunities to reduce consumption. We are currently piloting solar solutions at two of our sites to better understand the viability of rolling this out group wide.

Prospects

· Proven competitive advantage and ability to leverage scale

· Ongoing demand for quality education

Commenting on the group’s outlook, Douglas said: “ADvTECH remains uniquely positioned to benefit from the continued growth in demand for education in both South Africa and particularly in the rest of Africa. This, together with the good enrolment growth achieved at the start of 2023 in both our schools and tertiary divisions, gives us confidence and an expectation that we will continue on our growth trajectory.”

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Advtech Updates

Dealings in Securities by a Prescribed Officer of the Company

By Tamara Thomas • June 12, 2026

Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY In compliance with paragraphs 6.77 to 6.91 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by a prescribed officer of the Company.

Department of Higher Education and Training kicks off sector engagements with visit to Advtech

By Tamara Thomas • June 9, 2026

Deputy Minister for Higher Education and Training, Dr Mimmy Gondwe, kicked off sector-wide engagements by meeting Advtech’s senior leadership at Emeris’ Sandton campus on Monday, 8 June 2026. This follows her recent address at Advtech’s Rosebank International brand launch. The aim of these engagements is to recognise and collaborate with private institutions that positively contribute to the Post-School Education and Training sector. Advtech’s senior leadership discussed opportunities for public-private partnerships, including leveraging the agility of the private sector to widen access for students to quality education. During the visit, Dr Gondwe spent time with Emeris students and toured the campus’ world-class facilities, including its state-of-the-art sports centre. Said Dr Gondwe prior to the visit, “The conversation can no longer be about whether private higher education institutions have a role to play; that question has long been settled; the focus now is on collaborating more effectively and responsibly to ensure that higher education supports national development and inclusive economic growth.” “Advtech welcomes our positive recent engagements with Dr Gondwe. We look forward to collaborating with her department going forward and appreciate her commitment to finalising the process that will enable Emeris and Rosebank International to finally achieve university status,” said Geoff Whyte, Group CEO of Advtech.

Don’t Rush Academics: The Importance of Focusing on Play and Responsiveness in the Early Years

By Tamara Thomas • June 3, 2026

Play should sit naturally in early childhood education, as it reflects how young children come to know themselves, others and the world. Yet too often, play is the very space that requires the most protection. This tension usually arises from a culture that prioritises early academic achievement and holds the belief that accelerating formal learning guarantees future success. When children are rushed or pressured into formalised academic outcomes too early, short-term gains may be visible for some, but the long-term cost can be significant, an education expert says. “Play is not separate from learning, it is the medium through which learning becomes possible,” says Lynda Eagle, Advtech Schools Specialist: Early Years Phase. “Early learning that prioritises performance over understanding risks weakening curiosity, motivation and wellbeing. Strong foundations are built not through acceleration, but through experiences that nurture thinking, communication, collaboration, and joy - conditions that sustain lifelong learning.” Eagle explains that children engage with play in ways that reflect their own pace, interests and needs. “It provides space for difference and diversity while offering opportunities for connection and shared experience. Importantly, play supports emotional regulation and prepares children for future learning by strengthening the foundations required for inquiry, reflection and participation in real-world contexts.” Play and responsiveness are often described as abstract concepts, yet they require intentional commitment from both educators and families, says Eagle. “Responsiveness asks adults to understand the value of play and to reflect on their role within it: how they observe, when they intervene, how they extend thinking and how they remain present without directing or interfering. By engaging in careful observation and thoughtful support, adults come to know children more deeply, including learning about their interests, strengths and emerging identities. “It also plays a big role in building key life skills - things like thinking deeply or critically, solving problems, working with others, communicating effectively and self-management. When children play, they’re constantly exploring new ideas, testing their theories, inventing solutions and figuring out how the world works. Along the way, they learn to take manageable risks and handle challenges. And, very importantly, to stick with things even when they’re difficult, which gradually builds their confidence and a real mindset for growth.” PLAY AND RESPONSIVENESS – IMPORTANCE OF PARTNERSHIPS Partnerships between families and educators are central to this work, Eagle says. “Together, they can create learning experiences that balance freedom and structure, offering both flexibility and clear boundaries. This balance provides children with emotional safety while teaching respect for themselves, for others and for the environment. Such stability supports the development of empathy, resilience and perseverance.” Within these conditions, children form relationships, make connections, and gradually become independent learners. They develop conceptual understanding and learn to reason, transfer knowledge, and apply ideas in new contexts, moving from concrete experience toward more abstract thinking. “Any tension between our aspirations for children and our understanding of play and responsiveness deserves careful reflection,” Eagle warns. “When adults deepen their understanding of why play matters and how responsiveness supports learning, they are better positioned to guide children with intention and trust. Ultimately, early learning is not only about what children know, but about how they think, how they relate to others, and how they come to see themselves in the world, a world full of possibility.”

Dealings in Securities by Prescribed Officers, Director of a Major Subsidiary and the Company Secretary of the Company

By Tamara Thomas • May 28, 2026

Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS, DIRECTOR OF A MAJOR SUBSIDIARY AND THE COMPANY SECRETARY OF THE COMPANY In compliance with paragraphs 6.77 to 6.91 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by prescribed officers, director of a major subsidiary and company secretary of the Company.

Results of the Annual General Meeting

By Tamara Thomas • May 27, 2026

ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) RESULTS OF THE ANNUAL GENERAL MEETING In terms of section 6.63 of the JSE Listings Requirements, shareholders are hereby advised that at the annual general meeting (“AGM”) of shareholders of the Company held today, Wednesday 27 May 2026 all the proposed ordinary and special resolutions, as set out in the notice of annual general meeting contained in the Integrated Annual Report, were approved by the requisite majority of shareholders present or represented by proxy. Details of the results of voting at the annual general meeting are as follows:

The Vega School at Emeris Celebrates First PhD Graduate

By Tamara Thomas • May 27, 2026

Dr Wendy Mahoney has made history as the first PhD graduate of The Vega School at Emeris and as the first recipient of the school’s Black Pencil Award for Excellence. She was recently conferred the qualification IIE Doctor of Philosophy in Brand Leadership at The Vega School at Emeris Umhlanga’s Class of 2025 graduation ceremony. Reflecting on receiving her PhD after a three year part-time journey, Dr Mahoney described the moment as deeply emotional and meaningful. “This is the most incredible feeling. I am deeply honoured, blessed and grateful to every single person who cheered me on,” she said. “It was such a profound moment for me because The Vega School at Emeris has been such an intricate part of my personal journey. What made the occasion even more meaningful was the immense pride I felt in the room for this achievement. It was not just my achievement - it was our achievement”. Dr Carla Enslin (Dean of the Postgraduate & Research Centre at Emeris) said the launch of the IIE Doctor of Philosophy in Brand Leadership in 2021 was a significant moment for The Independent Institute of Education (IIE) and for The Vega School at Emeris. “It’s a first of its kind qualification and breaks new ground both locally and internationally,” she said. “The PhD purposefully produces original frameworks, original models, creative insights to innovative and meaningful brand building. We expect our PhD graduates to be the individuals advancing the values-based leadership that grows an organisational culture and the practises that transform communities, businesses, environments,” continued Dr Enslin.

Dealings in Securities by Prescribed Officers, a Director of a Major Subsidiary, and Company Secretary: Share Vesting

By Tamara Thomas • May 27, 2026

Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS, A DIRECTOR OF A MAJOR SUBSIDIARY, AND COMPANY SECRETARY: SHARE VESTING In compliance with paragraphs 6.77 to 6.91 of the JSE Limited Listings Requirements, the following transactions relating to prescribed officers, director of a major subsidiary and company secretary dealings are hereby disclosed, in terms of the provisions of the Advtech Management Share Incentive Scheme (MSI), regarding performance and retention shares that have vested after 3 years.

Increasing Access to Quality Higher Education in SA: 5 Paths to Success

By Tamara Thomas • May 25, 2026

Access to higher education remains one of South Africa’s most powerful tools for social mobility, economic growth, and national development. For many young people - especially first-generation students - it represents the chance to break cycles of poverty and build better futures for themselves and their families. While it is estimated that between 30-40% of qualifying students can’t access higher education for various reasons annually, simply opening the doors of higher learning to more young people is not enough, an education expert says. Peter Kriel, Executive: Operations at Advtech and The IIE ’s Academic Centre of Excellence, says access and quality must go hand in hand: “True access means creating opportunities for students to enter higher education, thrive within it, graduate with the skills and confidence needed to build meaningful careers.” He says there are five practical ways for South African higher education institutions to expand access while supporting student success: 1) Develop multiple entry pathways Traditional admission routes exclude many talented students whose school backgrounds may not fully reflect their potential. Institutions can widen participation by offering foundation programmes including higher certificates, extended curriculum streams, bridging courses and alternative admission pathways. These flexible entry points acknowledge that academic readiness is not equally available across all communities. By providing targeted academic preparation, institutions can identify and nurture talent that might otherwise be left behind, without lowering standards. “Widening participation is not about lowering academic standards, but rather about creating appropriate pathways that enable students to reach those standards,” says Kriel. 2) Strengthen transition support programmes The jump from school to higher education is often daunting. Students face new academic demands, greater independence, and the need for advanced analytical skills. Strong orientation programmes, first-year experience initiatives and structured academic skills workshops help ease this transition. Proactive support in the critical first year significantly improves retention and builds the foundation for long-term success, notes Kriel. 3) Invest in academic development initiatives Ongoing support is essential. Tutoring services, writing centres, peer-assisted learning programmes, dedicated academic development resources help students bridge knowledge gaps and build confidence. These initiatives are particularly valuable for students navigating higher education for the first time in their families, turning potential struggles into opportunities for growth. 4) Use data to identify at-risk students early Institutions should harness student success analytics to spot challenges before they become crises. Early warning systems allow for timely interventions - whether through additional tutoring, counselling, or personalised support. “Proactive data-driven approaches dramatically improve completion rates and ensure that expanded access translates into actual graduate outcomes,” says Kriel. 5) Create inclusive and adaptive learning environments Students succeed best when they feel they belong. Inclusive campuses that respect diversity, foster connection, and value different backgrounds help students engage fully with their studies. AI and adaptive technologies further enhance this by enabling personalised learning pathways - adjusting content, pace, support in real time to match each student’s unique needs, learning style and progress. Feeling respected and supported by lecturers and peers, ensures increased persistence and chances for success. BROADER IMPACT AND SHARED RESPONSIBILITY When students complete their qualifications, the benefits multiply, says Kriel. “Graduates access better employment, develop critical thinking and professional skills, and often become role models who inspire the next generation. This creates a powerful ripple effect: stronger families, more skilled communities and broader economic growth.” Students also have a key role to play. Actively using available support services, building good study habits, managing time effectively, engaging with lecturers, staying curious can make a significant difference, he advises. At the same time, institutions must recognise that many students enter higher education while dealing with financial pressure, family responsibilities, or personal challenges. Support systems therefore need to be visible, accessible and proactive - reaching students before they have to ask for help. “Expanding access to quality higher education is one of South Africa’s greatest opportunities for meaningful change. This means not simply increasing enrolment numbers, but an active strategy to unlock human potential, enabling individuals to contribute meaningfully to their communities and the broader economy.”

Advtech Group announces the rebranding of Rosebank College to Rosebank International

By Tamara Thomas • May 15, 2026

New name and visual identity prepare the way for university status and further rapid growth

Career-focused Education: Bridging the Gap Between Learning and the Workplace

By Tamara Thomas • May 6, 2026

The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source. One of the most important expectations placed on higher education today is that it prepares students for successful careers. While intellectual development remains central to the mission of universities, students increasingly seek - rightly so - educational experiences that provide clear pathways into professional life. Career-focused education, therefore, plays a vital role in connecting academic learning with the practical realities of the workplace. Peter Kriel, Executive: Operations at The Independent Institute of Education , says for this reason, it is incumbent on universities to actively strengthen the link between learning and employability. “Students enter higher education with the hope that their qualifications will enable them to build meaningful careers,” he explains. “Institutions therefore have a responsibility to ensure that academic programmes provide both theoretical depth and opportunities for practical application.” Career-focused education does not diminish the intellectual value of higher education. Rather, it enhances it by ensuring that academic knowledge can be applied to real-world contexts. “In today’s economy, employers seek graduates who can demonstrate both subject knowledge and practical capabilities. Skills such as teamwork, communication, critical thinking, and problem-solving are highly valued across industries. “Universities must help students develop these competencies by integrating practical life skills opportunities into academic programmes. Work-integrated learning, internships, project-based learning, and industry collaborations also provide students with valuable opportunities to apply what they have learned in real-world settings.” These experiences help students build confidence while also developing the professional skills that employers seek, says Kriel. Institutions seeking to strengthen career-focused education can consider the following approaches. 5 WAYS UNIVERSITIES CAN STRENGTHEN THE FOCUS ON CAREER-READINESS 1. Expand work-integrated learning opportunities Internships, practical placements, and industry projects allow students to gain direct exposure to professional environments. This means that students graduate with practical experience that enhances employability. 2. Strengthen career guidance and development services Career counselling, CV workshops, and interview preparation help students transition successfully into the workplace. Students, therefore, gain clarity about career pathways and develop stronger job-search skills. 3. Develop strong employer partnerships Collaboration with industry partners can provide insights into emerging skills requirements and new employment opportunities. Institutions must strengthen their alignment with labour market needs. 4. Embed professional skills - including AI skills - within curricula Communication, teamwork, leadership, and problem-solving skills should be integrated into academic programmes rather than treated as separate activities. This would allow graduates to become well-rounded professionals capable of contributing effectively in the workplace. In addition, universities should explicitly teach students how to responsibly and effectively use AI tools, given the rapidly changing nature of the workplace. This includes developing critical AI literacy skills such as prompt engineering, ethical AI use, evaluating AI-generated outputs, and integrating AI to augment human capabilities rather than replace them. 5. Encourage entrepreneurship and innovation Not all graduates will follow traditional employment pathways. Institutions that promote entrepreneurial thinking help students identify opportunities to create their own ventures. It is also a fact that entrepreneurship contributes to job creation and economic development. Given all this, it is clear that career-focused education delivers benefits that extend beyond individual graduates. For students , it increases confidence and preparedness as they transition from study to employment. Exposure to professional environments helps students better understand industry expectations and workplace dynamics. For institutions , strong employability outcomes enhance reputation and strengthen relationships with industry partners. For society , career-focused education contributes to economic growth by ensuring that graduates possess the skills required to support innovation and productivity. “Higher education institutions have a unique opportunity to shape the future workforce by designing programmes that combine academic excellence with practical relevance. Institutions that embrace career-focused education ultimately strengthen their contribution to society,” says Kriel. “When higher education institutions actively connect learning with professional opportunity, they empower graduates to build careers that are both personally fulfilling and economically productive. As economies evolve and industries continue to transform, the ability of higher education to bridge the gap between learning and the workplace is essential.”