Engineering a better world
Do you thrive on solving problems? Do you have solid mathematics and science skills? Are you passionate about planning, designing and making a positive difference in the world? If your answer is yes, then why not consider the IIE Bachelor of Engineering in Civil Engineering degree (BECE)?
As infrastructure ages and deteriorates, the demand for civil engineers has increased over the years. There is a notable shortage of skilled civil engineers in South Africa. Said Neil Manson (Head of School: Engineering, IIE MSA) ‘South Africa suffers from two additional problems that are increasing the demand for all branches of engineers. We are still seeing quite a large fraction engineers trained in South Africa emigrating to other parts of the world, as our engineering education is well respected throughout the world, a large fraction of our engineers are older and will be retiring within the next decade. We urgently need young people to study Civil Engineering and join the ranks of professional engineers in the country.’
The IIE’s Varsity College will provide students with personal support, knowledge and practical skills to build a successful career in the engineering industry through an education by design. The IIE BECE degree is an integrated curriculum planned, designed and structured by top engineers. Endorsed by the Engineering Council of South Africa (ECSA), the degree will equip graduates with a solid scientific foundation in modern civil engineering design and the skills to create physical and social environments for the 21st Century. Based on contemporary sustainability theory, the degree will introduce students to issues like the fundamental mathematical and physical sciences in theory and practice, the application of engineering sciences to civil engineering projects and key expertise in geotechnical, hydraulic, structural and transportation engineering. This is a degree for people who want to build a better world.
IIE BECE graduates will also have valuable and sought-after knowledge, skills and attributes that will, undoubtedly, enable them to work and excel in multi-disciplinary projects and easily expand into other industries.
The IIE Bachelor of Engineering in Civil Engineering degree will be offered on two of the IIE’s Varsity College campuses - Westville Durban and the Cape Town campuses. This professional degree is registered by the South African Qualifications Authority SAQA (ID No.118321) at NQF level 8, accredited by the Council on Higher Education (CHE), endorsed by the Engineering Council of South Africa (ECSA), and is conferred by The Independent Institute of Education (Pty) Ltd (The IIE).
The IIE’s Varsity College will be hosting an Info Qual night for the BECE degree on the 18th of August at 6pm on its Westville Durban campus and Cape Town campuses. Prospective students and their parents are invited to attend the event to gain useful information about admission requirements and the degree and to meet the lecturers and Campus Heads.
Advtech Updates
Advtech Limited (Advtech), Africa’s leading private education group, today announced the successful completion of a share repurchase programme. Advtech repurchased 5 740 128 shares, representing approximately 1.04% of its issued share capital, at an aggregate cost of R250 million between 30 March and 10 June 2026. Of these shares, 2 797 675 shares already been cancelled, with the balance to be cancelled before 30 June 2026. "This share repurchase reflects the Board's confidence in Advtech's strong cash generation, robust balance sheet and long-term growth prospects." said Geoff Whyte, Group CEO of Advtech. The repurchase was funded from the group’s available cash resources. Advtech remains focused on expanding and strengthening its portfolio of leading brands and investing in people, technology and infrastructure to ensure long-term success. ENDS
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) VOLUNTARY ANNOUNCEMENT: GENERAL REPURCHASE OF SHARES Shareholders are advised that Advtech Limited has repurchased 5 740 128 shares (the "repurchase") for the below period: Dates of repurchase: 30 March 2026 to 10 June 2026 Number of shares repurchased: 5 740 128 shares Lowest repurchase price per share (cents): R40.47 per share Highest repurchase price per share (cents): R44.90 per share Total value of shares repurchased: R250.0 million The repurchase represents approximately 1.04% of the Company's issued share capital. From the total shares repurchased, 2 797 675 shares have been cancelled, and the remaining 2 942 453 shares will be cancelled before 30 June 2026. The share repurchase underpins the board’s confidence in the company's robust cash generation and long-term growth trajectory. The Board considered the effect of the repurchase and believes that for a period of twelve months following the date of this announcement: the Company and the Group will be able in the ordinary course of business to pay its debts; the assets of the Company and the Group will be more than the liabilities of the Company and the Group. For this purpose, the assets and liabilities were recognised and measured in accordance with the accounting policies used in the latest audited annual Group financial statements; the share capital and reserves of the Company and the Group will be adequate for ordinary business purposes; the working capital of the Company and the Group will be adequate for ordinary business purposes; and the Company and the Group have passed the solvency and liquidity test and since the test was performed, there have been no material changes to the financial position of the Group. The repurchase was made through the order book of the JSE, without any prior understanding or arrangement between the Company and the counter parties. None of the repurchases were effected during a prohibited period. The repurchase was funded from the Group's available cash resources. The impact on other areas of the Company's financial information is immaterial. 17 June 2026 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
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.
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.
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.”
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.
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:
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.
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.
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.”
