advtech

Advtech at the Reggio Emilia Conference: Learning Where an Inspiring Global Philosophy Meets Classroom Practice

Tue, 28 Apr 2026 08:05:23 GMT

In April, Advtech was represented at the Reggio Emilia International Conference in Italy, represented alongside delegates from 47 countries and more than 360 participants from across the globe. This gathering offered a powerful opportunity to engage deeply with the Reggio Emilia philosophy at its source and to reflect on its relevance and resonance within Advtech schools.

The Reggio Emilia approach, particularly within the Early Years (infant, toddler, preschool, and primary phases), is grounded in the belief that children are capable, curious, and rich in potential. It offers inclusive learning environments that support students’ wellbeing, encourage meaningful social interaction, and foster a strong sense of belonging. Central to this approach is a shared responsibility to the community, one that embraces diversity, promotes collaboration, and nourishes a creative culture for teaching and learning.

At the heart of the Reggio Emilia approach lies the understanding that education is not self-sufficient. Learning does not happen in isolation; it emerges through resources, experiences, theories, dialogue, and relationships. Children do not learn by themselves, but through interaction with others and through engagement with thoughtfully designed environments. As a result, classroom spaces are intentionally equipped to reflect what is being taught, ensuring that the environment itself becomes an active participant in learning, often referred to as the “third teacher.”

Advtech’s Early Years approach aligns strongly with this philosophy, where the “Hundred Languages of Children” is deeply valued. This metaphor, introduced by Loris Malaguzzi, recognises that children express their thinking, understanding, and creativity in many different ways, through art, movement, speech, construction, play, and inquiry. Children are seen as natural researchers who explore ideas through encounters with peers, materials, and experiences. Through thinking, acting, listening, and questioning with curious minds, they co-construct knowledge together.

Accessible, everyday materials, such as paper, natural objects, and recycled resources play an important role in these learning experiences. These materials invite creativity, exploration, and critical thinking. Students engage in practices such as observational drawing, while teachers carefully document learning through photographs, notes, and displays. Documentation makes thinking visible and honours children’s learning journeys, allowing reflection for both learners and educators.

A key principle of the Reggio Emilia approach is seeing each child as an individual with rights, resulting in personalised learning being evident in every classroom. The teacher’s role shifts from instructor to guide, listener, and co-learner, creating space for each child’s voice to be heard. As Loris Malaguzzi, founder of the Reggio Emilia approach, famously stated:

“There is no learning without joy.”

Learning, therefore, should be joyful, playful, and filled with discovery. Children should experience learning as pleasurable, stimulating, and meaningful. Visiting Reggio Emilia schools demonstrated how this philosophy comes alive through rotational group teaching, flexible learning environments, and classroom spaces that change in response to children’s interests and inquiries.

Importantly, learning in Reggio Emilia is a collective journey. Teachers, teaching assistants, and support staff all play an integral role in nurturing each child’s development. Even at a young age, children are encouraged to engage in research, which supports divergent thinking and honours the fact that no two learners are the same. Listening carefully to children’s ideas and theories becomes a fundamental act of respect.

As Darren Purdon, Head of Academic, Advtech Schools, reflects:

“Learning can only take place in a group or community, and the role of the teacher is like that of an explorer, they know the destination, but they allow the children to discover the route.”

Through this approach, children develop a strong sense of wellbeing, and learning environments continually interact with and adapt to emerging experiences. These environments welcome children and allow them to learn through their chosen languages of expression. The “Hundred Languages” metaphor reminds us that knowledge is constructed, not transmitted, and that diversity is essential for growth in learning .

Advtech schools strongly believe in these principles and are committed to embedding them meaningfully across their schools. Attending the Reggio Emilia conference reaffirmed Advtech’s dedication to an educational philosophy that values joy, inquiry, community, and the limitless potential of every child.

L-R: Darren Purdon, Head: Advtech Schools Academics • ACE Schools
Lucinda Pinto, Principal • Crawford - Sandton Pre-Primary
Desiree Hugo, Executive: ADvTECH Schools Academics • ACE Schools

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

Wed, 22 Apr 2026 13:13:43 GMT

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 DIRECTORS, A DIRECTOR OF A MAJOR SUBSIDIARY, PRESCRIBED OFFICERS AND THE GROUP COMPANY SECRETARY

In terms of paragraphs 6.77 to 6.90 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the following transactions, in respect of which prior written approval pursuant to paragraph 6.83 of the JSE Listings Requirements have been obtained, is hereby disclosed.

The date of vesting is 21 April 2029.

22 April 2026

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Dealings in securities by the Advtech Management Share Incentive Plan 2026 (“MSI scheme”)

Tue, 21 Apr 2026 11:58:40 GMT

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 the Advtech Management Share Incentive Plan 2026 (“MSI scheme”)

In compliance with paragraphs 6.77 – 6.90 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by the MSI Scheme:

Johannesburg

21 April 2026

Sponsor: Bridge Capital Advisors Proprietary Limited

Publication of Annual Integrated Report

Tue, 21 Apr 2026 08:43:34 GMT

Advtech Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “Advtech”)

PUBLICATION OF ANNUAL INTEGRATED REPORT, NO CHANGE STATEMENT, NOTICE OF VIRTUAL ANNUAL GENERAL MEETING, AND AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

Publication of Annual Integrated Report

Shareholders are advised that the Advtech 2025 Annual Integrated Report (“Integrated Report”) and the Environmental, Social and Governance (“ESG”) Report have been published today. Electronic versions of the Annual Financial Statements for the year ended 31 December 2025 (“AFS”) and Ernst & Young Incorporated’s unqualified audit report are available on the Company’s website at: https://www.groupadvtech.com/financial-results and on the JSE Cloudlink at: https://senspdf.jse.co.za/documents/2026/JSE/ISSE/ADH/AFSYE2025.PDF

The Integrated Report and ESG Report are available on the Company’s website at www.groupadvtech.com

No Change Statement

The consolidated AFS contain no modifications to the financial information published on SENS on 23 March 2026.

Notice of Virtual Annual General Meeting

Notice is hereby given that the virtual annual general meeting (“AGM”) of shareholders of the Company will be accessible on an interactive electronic platform, in order to facilitate participation and voting by shareholders, as permitted by the JSE Limited, the provisions of the Companies Act and the Company's Memorandum of Incorporation, on Wednesday, 27 May 2026 at 10h00, to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM to be distributed to shareholders on or before 21 April 2026.

To this end, the Company has retained the services of The Meeting Specialist Proprietary Limited (“TMS”) to host the AGM on an interactive electronic platform, in order to facilitate participation and voting by shareholders. Our transfer secretaries, JSE Investor Services Proprietary Limited, will act as scrutineer.

Shareholders who wish to participate in and/or vote at the AGM are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on 081 711 4255 / 084 433 4836 / 061 440 0654 as soon as possible, but in any event no later than 10h00 on Monday, 25 May 2026.

Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (CSDP) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in their custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

SALIENT DATES

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Friday, 10 April 2026. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 22 May 2026. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 19 May 2026.

AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

In compliance with paragraph 12.7(g) and Appendix 1 to section 6 of the JSE Listing Requirements, shareholders are advised that the Company’s annual compliance certificate in terms of section 13G(2) of the Broad-Based Black Economic Empowerment Amendment Act, No 46 of 2013, is available on the Company’s website at https://www.groupadvtech.com .

21 April 2026

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Education: Why Parents Should Approach It As A Long-term Investment

Wed, 15 Apr 2026 05:45:58 GMT

Choosing a school for your child will be one of the most complex and consequential decisions parents will ever make. When parents choose a school for their child, the decision is often shaped by immediate needs: convenience, reputation, or results in the senior years.

Yet schooling is not a short-term decision. It is one of the longest and most formative investments a family will ever make, stretching over 12 to 15 years or more, from early childhood development through to Matric and further study.

Darren Purdon, Head of Advtech Schools Academics, says the real value of education lies not in isolated moments of achievement, but in the intentional construction of learning over time, and that parents should approach their child’s educational journey intentionally, from start to finish.

“Education depends on interconnected building blocks, each phase deliberately designed to prepare learners for the next,” he says.

Parents should therefore carefully consider the elements that underpin a successful, lifelong educational journey before making this important decision.

FOUNDATIONS MATTER

Learning does not begin in Grade 1. It starts far earlier, in Grade 000 and Grade 00, where children develop the cognitive, social, emotional, and language skills that will underpin their entire academic journey, Purdon says.

“When these early years are thoughtfully planned, children are more likely to arrive in the Foundation Phase confident, curious, and ready to learn. When they are not, gaps emerge that can widen over time. If the foundations are secure, progress accelerates, as we see in our Advtech Schools where we utilise international best practices and benchmarks to personalise early learning.”

THE IMPORTANCE OF BELONGING

Academic success is deeply connected to emotional safety and a sense of belonging. Children learn best when they feel comfortable at school, when they feel seen, supported and happy. And when teachers are supported, engaged, and professionally fulfilled, that sense of wellbeing naturally filters into the classroom.

When students are excited about going to school, engagement increases, persistence improves and learning deepens. Social and emotional learning and supportive classroom environments with caring teachers underpin deep learning. Advtech schools include experienced psycho-social specialists to continually ensure teachers are upskilled in managing diverse classrooms.

RESPONSIVE TEACHING AND TECH

Effective education is not defined by what has been taught, but by what has been learned.

“At Advtech schools, there is a growing shift toward instructional models that prioritise responsiveness. If learners have not grasped a concept, the expectation is not to move on regardless, but to re-teach using different strategies until understanding is achieved,” Purdon says.

Additionally, technology has become a powerful enabler of this responsiveness, but not as a replacement for teachers.

“AI-assisted tools, and classroom digital platforms such as Advlearn, increasingly act as classroom assistants, helping teachers identify learning gaps quickly and accurately. These tools provide insight into where students are struggling, allowing teachers to personalise support and adjust instruction accordingly.”

INTENTIONAL SUBJECT PATHWAYS

Consistency and coherence across subjects are another critical component of long-term value creation in education.

“Take Mathematics as an example. Mathematical competence is not built in isolated units or single phases, it requires a carefully sequenced programme that develops conceptual understanding, fluency and confidence year after year,” says Purdon.

“An intentional approach ensures that each phase prepares students for what follows, creating a golden thread that runs from early numeracy through to advanced problem-solving in the senior years. Gaps are far harder to close when this thread is broken.”

The same principle applies across subjects: literacy, science, languages, and beyond.

“Strategic curriculum alignment therefore ensures that learning compounds rather than resets each year, and parents should keep this in mind when strategising their child’s educational journey.”

CHOOSING A SCHOOL WITH THE LONG VIEW

For parents, the key question should not only be “Is this a good school now?”, but rather “Is this a school that understands the full journey, as well as understands where my child excels and needs support in each subject?”

“Advtech Schools value long-term academic growth, student wellbeing, teacher development, and intentional curriculum design offers far more than short-term results. It offers continuity, stability, and a clear vision of success from the earliest years through to matric,” Purdon says.

“And in an education landscape that continues to evolve, the most trusted institutions are those that recognise schooling not as a series of isolated years, but as a curated journey, using regular academic data to personalise learning and shape student success for life.”

DEALINGS IN SECURITIES BY A DIRECTOR

Wed, 08 Apr 2026 12:12:26 GMT

Advtech Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ Advtech ” or “ the Group ”)

DEALINGS IN SECURITIES BY A DIRECTOR

In compliance with paragraphs 6.77 to 6.90 of the JSE Limited (“ JSE ”) Listings Requirements, the following transaction relating to dealings by a director is hereby disclosed pursuant to the provisions of the ADvTECH Management Share Incentive Scheme (“ MSIS ”).

As set out in the SENS announcement published on 6 May 2025, the director had been awarded 730 459 shares in terms of his employment contract, which shares ceased to be forfeitable vested on 1 May 2025 and were subsequently committed by the director to be held in escrow for a period of 12 months towards meeting his minimum shareholding requirements in terms of the Minimum Shareholding Requirement (“ MSR ”) Policy of the Group.

The director has on 8 April 2026 re-committed the aforementioned shares to be held in escrow for a further holding period of 12 months towards meeting his minimum shareholding requirements in terms of the MSR Policy of the Group.

In terms of paragraph 6.83 of the JSE Listings Requirements, the necessary clearance to deal has been obtained for the transaction set out above.

8 April 2026

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Digital Literacy In SA Education Must Go Beyond “Computer Skills”

Wed, 08 Apr 2026 05:33:21 GMT

Key to increasing access to quality education

In South Africa today, quality education is inseparable from the digital world. Yet far too many students still lack meaningful access to the skills that define a 21st-century education. Young people need more than basic computer operation - they need the ability to search for information online, evaluate its trustworthiness, use digital tools to solve problems, and learn independently. These capabilities are essential not just for passing exams, but for building successful futures in an economy where opportunity increasingly depends on being digitally connected and competent.

“Digital literacy goes beyond basic computer skills. It includes critical thinking, responsible online behaviour, information evaluation, and the ability to use technology as a tool for learning and problem-solving. These skills empower individuals to engage meaningfully with the vast resources available online while avoiding pitfalls such as misinformation or cyber risks,” says Dumi Manganye, Advtech Schools Specialist: College and Academic Data.

Manganye emphasises that strengthening digital literacy is essential for bridging South Africa’s digital divide and promoting more equitable access to opportunities for all students, regardless of socio-economic background or geographic location.

“South Africa faces persistent challenges in this area. Factors such as inadequate infrastructure, high data costs, limited funding, and insufficient teacher training continue to hinder progress in many communities. This divide limits participation in the digital economy and risks perpetuating cycles of disadvantage for far too many young South Africans.”

To address these issues effectively, educational institutions - both public and private - must adopt intentional, structured approaches to digital literacy development, Manganye says.

“South Africa needs a concerted, systemic effort that brings together government, public schools, private providers, and communities. Public-private collaborations can play a vital role by sharing resources, expertise, and proven frameworks, helping to scale effective digital literacy programmes across all schools.

“Targeted investment in teacher training and professional development, combined with improved infrastructure and more affordable connectivity, will be essential to ensure every learner gains the digital skills required for the future.”

Manganye says that at Advtech, digital literacy is integrated as a core component of education rather than an add-on. Skills are nurtured from as early as Grade 000 and progress developmentally across all grades. This ensures students build strong foundational abilities from a young age, evolving into confident, capable users of technology who can think critically, solve problems, and participate actively in a digital world.

“Our EdTech framework aligns with global best practices and emphasises key competencies, including becoming empowered students, responsible digital citizens, knowledge constructors, innovative designers, and global collaborators. By embedding these elements, it prepares students not just to consume digital content but to create, innovate, and collaborate effectively.”

Digital literacy also transforms the learning experience itself, Manganye says.

“It enables more personalised and engaging instruction, allowing teachers to differentiate approaches and meet diverse learner needs. Students gain the tools for independent learning—researching topics, collaborating online, and taking ownership of their educational journey through effective digital tools.

“A critical aspect of this is fostering responsible digital citizenship. Students are guided to understand online safety, ethical behaviour, privacy, and how to manage their digital footprint in a connected world. These lessons are vital for building safe, respectful online communities and protecting individuals from potential harms.”

Teachers play a pivotal role in this ecosystem.

“Schools must prioritise ongoing professional development, where teachers complete targeted courses on topics such as Digital Literacy, Digital Citizenship, and Managing Screen Time. This continuous upskilling equips teachers to integrate technology meaningfully, in balanced and age-appropriate ways, ensuring effective classroom implementation.”

By combining structured learner frameworks with sustained teacher development, digital literacy can become embedded consistently and effectively across more schools. This holistic approach not only enhances educational outcomes but also drives broader societal benefits.

Dealings In Securities By The Advtech Management Share Incentive Plan 2026 (“MSI Scheme”)

Fri, 27 Mar 2026 08:51:40 GMT

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 THE ADVTECH MANAGEMENT SHARE INCENTIVE PLAN 2026

(“MSI Scheme”)

In compliance with paragraphs 6.77 – 6.90 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by the MSI Scheme:

Johannesburg

27 March 2026

Sponsor: Bridge Capital Advisors Proprietary Limited

Dealings In Securities By The Advtech Management Share Incentive Plan 2026 (“MSI Scheme”)

Thu, 26 Mar 2026 11:31:39 GMT

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 THE ADVTECH MANAGEMENT SHARE INCENTIVE PLAN 2026
(“MSI Scheme”)

In compliance with paragraphs 6.77 – 6.90 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by the MSI Scheme:

Johannesburg

26 March 2026

Sponsor: Bridge Capital Advisors Proprietary Limited

Advtech Posts Two Billion Rand Operating Profit

Mon, 23 Mar 2026 06:04:04 GMT

Double digit revenue growth and margin improvement deliver a 17% increase in earnings

Commenting on the year ended 31 December 2025, Advtech CEO, Geoff Whyte said: “Healthy enrolment growth, moderate fee increases, improved debtor control and increased margins contributed to Advtech delivering over R2 billion in operating profit for the first time.”

“Simplification of our brand structures alongside significant investment in people, systems and infrastructure continue to strengthen our position as the leading provider of private education on the African continent.”

Group: Operational and Financial Performance

Revenue up 10% to R9 330 million (2024: R8 521 million)
Operating profit up 14% to R2 038 million (2024: R1 791 million)
Operating margin improvement to 21.8% (2024: 21.0%)
Normalised earnings per share increased by 17% to 236.1 cents (2024: 202.5 cents)

Group revenue grew by 10% to R9 330 million for the period (2024: R8 521 million), driven by a 13% increase in the education division.

Group operating profit increased by 14% to R2 038 million (2024: R1 791 million),

with the education division’s operating profit increasing by 15%.

Group operating margin improved to 21.8% (2024: 21.0%). Operating margin in the education division improved to 24.7% (2024: 24.2%) through scale leverage and a continued focus on efficiencies. This more than offset the additional costs incurred to strengthen the group’s brands through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and enhanced student information systems.

Normalised earnings for the year increased by 17% to R1 297 million (2024: R1 109 million) while normalised earnings per share increased by 17% to 236.1 cents (2024: 202.5 cents) per share.

A continued focus on collection processes saw gross trade receivables increase by only 5% compared to a revenue increase of 10%. Loss allowances increased to R415 million (2024: R395 million) , representing 49% (2024: 49%) coverage of gross trade receivables. Credit losses decreased from R195 million in 2024 to R159 million in the period under review, due to the improved debtors book performance.

Cash generated by operating activities increased by 20% to R2 691 million (2024: R2 250 million). Capital expenditure of R1 139 million was focused mainly on increasing capacity at existing sites to meet incremental demand, as well as the completion of new Emeris / Vega mega-campuses in Sandton and Nelson Mandela Bay, both of which began operating in January 2026.

Dividend Announcement

The board declared a final gross dividend of 73 cents (2024: 63 cents) per ordinary share in respect of the year ended 31 December 2025. This brings the full year dividend to 118 cents (2024: 101 cents) per share.

Divisions: Operational and Financial Performance

Schools South Africa

Robust enrolment growth driving financial performance

Revenue increased by 10% to R3 443 million (2024: R3 120 million) with all brands showing enrolment growth. Operating profit increased by 13% to R721 million (2024: R640 million) with operating margin improving to 20.9% (2024: 20.5%).

The group’s 2025 matric students achieved a 99.7% pass rate, a 94.0% bachelor’s degree pass rate and 3 371 distinctions at an average of 2.1 distinctions per student.

Enrolments at Pinnacle College Raslouw continued to grow with the build out of the school completed in June 2025. Pinnacle College Ridge View, in Roodepoort, which opened in January 2025, continues to perform in line with expectations.

Schools in the Rest of Africa

Growing the group’s footprint

Revenue increased by 28% to R574 million (2024: R449 million) driven by strong enrolment growth, the full year inclusion of Flipper International Schools and a part year contribution from the Regis Runda acquisition. Operating profit increased by 33% to R194 million (2024: R146 million). Operating margin improved to 33.7% (2024: 32.4%). Cambridge International Curriculum students achieved 716 distinctions at an average of 1.3 distinctions per student.

The Regis Runda school in Nairobi was acquired for R171 million in August 2025. Investments to upgrade facilities and academic support systems are under way. Enrolments have increased by 17% since acquisition to just under 1 400 against a built capacity of 2000. Ultimate capacity on the Runda site is 3000 students.

The group also concluded a new long-term lease on the Makini Statehouse campus, in Nairobi, Kenya to begin a R39 million expansion project that will double capacity to 575 students. Building work will be completed in time for the beginning of the 2027 academic year.

Our premium priced Makini Cambridge International curriculum continues to experience high demand, with parents increasingly choosing it over the Kenyan national syllabus. This is having a positive impact on the overall financial performance of the Makini brand.

Tertiary / University Division

Accelerating demand for the group’s well-established brands

Revenue increased by 13% to R3 849 million (2024: R3 401 million) whilst operating profit increased by 14% to R1 031 million (2024: R903 million). Operating margin increased to 26.8% (2024: 26.6%) despite sizeable investments to strengthen the group’s brand propositions and the up-front costs incurred in the establishment of Rosebank International University College (RIUC) in Ghana.

The division continues to perform well, driven by a strong portfolio of advantaged brands and an ever-expanding range of programmes and qualifications. In line with the group’s strategy, the division is also achieving exceptional enrolment growth in its distance offering.

Average module success rates across all qualifications improved to 84% (2024: 80%).

Emeris, a groundbreaking new private higher education brand that brings Varsity College, Vega, MSA and HSM together under a single entity, marked a significant milestone in February 2026 with the opening of a R420 million state-of-the-art mega-campus in Sandton, Johannesburg.

Facilities include a double-storey library and information centre, a student experience hub with career and counselling services, a custom-designed indoor sports centre capable of hosting international events and innovation spaces including IT labs, podcast studios and interactive classrooms.

The group is currently at the development stage of its new Emeris Durban campus. Construction is expected to commence in 2027, with phase one scheduled to open in 2029. The initial build will accommodate approximately 8 000 students and include a purpose-built 500-bed student residence.

A second phase, planned for completion in 2035, will expand capacity to 10 500 students, with accommodation increasing by a further 500 beds.

RIUC in Ghana was inaugurated in August 2025. Student registrations commenced in January 2026, with lectures currently under way.

The relocation of the Rosebank College (RC) Cape Town mega-campus and the RC Polokwane expansion project were both completed last year. A major redevelopment of the RC Braamfontein campus is currently under way.

Recognition of our Tertiary Brands as Universities

Advtech last year welcomed policy developments that create a formal pathway for private higher education institutions to apply for university status.

The regulations outlining the application process, timelines, and criteria are still being drafted by government.

Once published, Rosebank College and Emeris will both apply for university status.

“University recognition will ultimately benefit our students who will finally be afforded the same status as their peers who obtain identically accredited qualifications through public institutions.” said Whyte.

Resourcing division

Resourcing South Africa returns to profitability

Driven by a focus on efficiencies and diligent cost management, the group’s South African Resourcing business has returned to profitability.

The unexpected closure of the United States Agency for International Development in February 2025 had a negative impact on our Rest of Africa business. Around 10% of our client base (non-governmental and charity organisations) was impacted by the sudden withdrawal of their funding. Despite this setback, the business delivered a creditable full-year performance and continues to secure new contracts.

Prospects

Advtech’s intent is to lead in every market segment in which we choose to operate and to become the employer of choice in the Resourcing and Education sectors.

“Advtech is uniquely positioned to enrich people’s lives through being the leader in teaching and learning across the African continent. Our sound balance sheet, strong cash generation, growing scale and expertise in Africa and unrelenting focus on extending competitive advantage position us well to maintain our growth trajectory and invest with confidence in areas of opportunity,” concluded Whyte.

Advtech announces new corporate logo and change in domain name

Mon, 16 Mar 2026 07:34:24 GMT

New iconography and internet identity better reflect the group’s education focus and growing international footprint

Johannesburg, South Africa – Advtech, Africa’s leading private education group, today unveiled a new logo reflecting the group’s forward strategic focus on education. The company also announced that it will be transitioning to the groupadvtech.com domain name, reflecting the business’s strong international presence outside of South Africa.

“Through a more welcoming look and the incorporation of the book device to replace the letter ‘v’ in our company name, the new logo much better represents our forward focus on education. We are also very much an international business and wanted our internet presence to convey this, hence the move from “.co.za” to “.com,” commented Advtech Group CEO, Geoff Whyte.

Advtech’s strategy is evidenced by its deliberate, long-term investment in both schools and tertiary education. Recent examples include:

The launch of Rosebank International University College in Ghana, marking the establishment of Advtech’s first university outside South Africa
The opening of expansive, world class Emeris/Vega campuses in Pretoria, Sandton and Gqeberha
The acquisition of the Regis Runda school in Nairobi, Kenya, and the Flipper Schools group in Addis Ababa, Ethiopia
The opening of Pinnacle College Ridge View school in Roodepoort, Johannesburg

“As Advtech continues to expand its education footprint across Africa, the Group remains committed to its purpose of enriching lives through the delivery of superior academic outcomes across our schools and universities,” concludes Whyte.

Voluntary Trading Statement For The Year Ended 31 December 2025

Thu, 05 Mar 2026 06:09:52 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

VOLUNTARY TRADING STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2025

The board hereby advises on its expectations of the financial results for the year ended 31 December 2025.

Basic normalised earnings per share (“NEPS”), Basic headline earnings per share (“HEPS”) and Basic earnings per share ("EPS") for the year ended 31 December 2025 are expected to be between 14% and 19% higher than the comparative reporting period for the year ended 31 December 2024 ("the comparative period") or between 229.9 and 241.0 cents per share as compared to NEPS of 202.5 cents, HEPS of 202.2 cents per share and EPS of 201.7 cents per share for the comparative period.

The group reports NEPS as a way of excluding the effect of one-off transactions and corporate action costs from its results.

The financial information on which this trading update is based on has not been reviewed or audited by the group’s external auditors.

2026 student enrolment is on track and continues to grow in line with recent trends.

ADvTECH expects to release results for the year ended 31 December 2025 on the JSE’s Stock Exchange News Service on or about Monday, 23 March 2026.

5 March 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Advtech secures prime location for new university in KwaZulu-Natal

Tue, 03 Mar 2026 12:59:49 GMT

The indoor sports facility at the Emeris Nelson Mandela Bay mega campus in Gqeberha

Johannesburg, South Africa – Advtech, Africa’s leading private education provider, has secured 10 hectares of land in Durban, KwaZulu-Natal for the development of a new university mega-campus, further strengthening its higher education footprint.

Construction is expected to commence in 2027, with phase one scheduled to open in 2029. The initial build will accommodate approximately 8,000 students and include a purpose-built 500-bed student residence.

A second phase, planned for completion in 2035, will expand capacity to 10,500 students, with accommodation increasing by a further 500 beds.

The land has been acquired from Fundamentum Property Group who manage a large, national portfolio, covering a range of market sectors.

Fundamentum are also behind the hundred hectares plus Westown development in Durban.

The KwaZulu-Natal expansion follows two other tertiary developments for Advtech, both of which opened in February 2026:

The Emeris/Vega Sandton mega-campus in Johannesburg
The Emeris Nelson Mandela Bay mega-campus in Gqeberha

Advtech last year welcomed policy developments that create a formal pathway for private higher education institutions to apply for university status.

“We support a clear and transparent process for awarding university status. As soon as the framework allows, Emeris will apply,” says Advtech Group CEO Geoff Whyte.

As South Africa confronts high youth unemployment and shifting market demands, sustained investment in higher education remains critical to equipping students with the workplace readiness skills required to thrive in a fast-changing economy.

With continued expansion across all major economic regions, Advtech is reinforcing its position as the leading national higher education provider in South Africa - investing for growth, scale and long-term impact.

Architectural rendering of the Emeris mega-campus to be built next to the N2 in the Umhlanga area, Durban

Site plan of the Emeris mega-campus to be built next to the N2 in the Umhlanga area, Durban

The Emeris/Vega Sandton mega-campus in Johannesburg opened in February 2026

The Emeris Nelson Mandela Bay mega campus in Gqeberha opened in February 2026

ADvTECH schools claim top honours in WESSA Centenary Awards

Mon, 02 Mar 2026 13:53:07 GMT

In a significant recognition of its leadership in sustainable education, ADvTECH - Africa's leading private education provider - has been honoured for exceptional environmental stewardship at the Wildlife and Environment Society of South Africa (WESSA) Centenary Awards.

Celebrating a century of inspiring environmental action, education, and advocacy under the motto “People Caring for the Earth”, WESSA acknowledged ADvTECH's deep integration of the Eco-Schools South Africa programme for its unparalleled scale and impact.

“As WESSA marks 100 years of environmental leadership, partnerships like the one we share with ADvTECH remind us why environmental education remains one of the most powerful tools for long-term change,” says WESSA CEO Cindy-Lee Cloete.

“When 42 schools within a single education group commit to environmental stewardship, the ripple effect extends far beyond the classroom into homes, communities and ultimately into the future leadership of this country.”

At the awards ceremony on February 27, 37 ADvTECH schools received Silver Awards status, which celebrates two years of WESSA collaboration, and the schools below have shown their lasting dedication by participating in environmental initiatives and raising awareness.

Trinityhouse, Little Falls: Gold status (4 yrs.)
Crawford International School, Sandton: Platinum 2 status (7 yrs.)
Tyger Valley College: Bronze Decade status (12 yrs.)
Pinnacle College, Ridge View: Green Flag Decade status (13 yrs.)
Pecanwood College: Platinum Decade 2 status (17 yrs.) Additionally, also recognised for submitting the most eco-snippets

All of the ADvTECH participating schools achieved full assessment letters for their submitted portfolios of evidence, with scores ranging from 70% - 98%.

Top achieving schools were:

Crawford International School, La Lucia
Maragon Olympus, Faerie Glen
Crawford International School, Sandton
Crawford International School, Lonehill
Abbots College, Northcliff

Additionally, ADvTECH received a Partnership Award in recognition of its outstanding and unique contribution to environmental stewardship.

“It has been another incredible year working closely with the WESSA champions at our schools, as well as the dedicated WESSA team. Throughout 2025, we witnessed some of the most inspiring and comprehensive portfolios of evidence ever submitted, reflecting not only commitment but also genuine passion for environmental stewardship and sustainability. The quality, creativity, and consistency demonstrated by our champions have set a remarkable standard and continue to inspire positive change within their school communities,” says Krystal Munian, Academic Advisor and WESSA Lead.

“We extend our sincere gratitude to every champion and the school teams for their phenomenal hard work, perseverance, and dedication to advancing the project’s goals. And we are excited about the year ahead and look forward to building on this momentum through new activities, innovative initiatives, collaborative projects, and continued growth across all participating schools.”

ADvTECH teacher training platform receives SACE endorsement as AI reshapes education

Mon, 02 Mar 2026 08:09:44 GMT

In an era where AI and digital tools are reshaping classrooms daily, the quality of teaching has never been more critical to student success. Research consistently shows that high-quality teacher training and professional development are among the most powerful factors influencing student achievement.

Recognising the importance of high quality teacher development, ADvTECH, Africa's leading private education provider, has made significant investment into its SIRIUS teacher training platform. And in a major milestone, several SIRIUS programmes have now been accredited by the South African Council for Educators (SACE). This accreditation ensures that educators gain high-quality, compliant professional development that counts toward their mandatory Continuing Professional Teacher Development (CPTD) points, while equipping them with practical, future-ready skills.

“The SACE endorsement reinforces ADvTECH’s unwavering commitment to continuous professional growth, positioning our teachers and lecturers as confident leaders in educational innovation across South Africa and the continent. By investing in nationally recognised, high-impact development, ADvTECH ensures that great teaching remains the foundation of outstanding student outcomes,” says Darren Purdon, Academic Project Manager at ADvTECH’S Academic Centre of Excellence.

“Through SIRIUS, our teachers and tertiary lecturers access targeted training in areas like AI in Education, prompting techniques for smarter lesson planning, data literacy to drive evidence-based decisions, digital citizenship, and more. These SACE-endorsed offerings bridge the gap between emerging technologies and everyday classroom excellence, empowering educators to personalise learning, boost engagement, and prepare students for a rapidly changing world.”

STAYING ON TOP OF TECH EVOLUTION

SIRIUS currently has 96 courses and 63 podcasts, and offers a growing suite of AI‑aligned programmes designed to enhance digital fluency, promote innovative pedagogy, and position ADvTECH schools at the forefront of future‑ready learning.

Key AI‑focused offerings on SIRIUS include:

AI in Education
Helping teachers understand AI’s role in learning, assessment, personalisation, and efficiency.
Introduction to AI Prompting: Foundational Skills for Teachers
Empowering educators with practical prompting techniques to enhance teaching, planning, and curriculum design.
Data Literacy for Teachers
Building confidence in using data to inform instructional decisions, track learner progress, and support evidence‑based teaching.

“These courses equip teachers with the knowledge and skills necessary to confidently harness AI tools, improve learner engagement, and prepare students for a world where digital literacy is essential,” Purdon says.

WHY SACE ACCREDITION MATTERS

A SACE‑accredited course provides teachers with:

Quality assurance that the programme meets national standards and contributes meaningfully to professional competence.
Professional Development (PD) Points toward the mandatory 150 points required every three years, ensuring compliance with CPTD cycles.
Reduced administrative burden, as SIRIUS submits PD points directly on teachers’ behalf.
Credible, high‑impact learning that strengthens professional portfolios and supports career progression.
Alignment with national priorities, ensuring ADvTECH educators remain current with evolving curriculum demands and pedagogical expectations.

“SACE endorsement reinforces that ADvTECH’s professional development is not only relevant, but nationally recognised for excellence, ensuring alignment with South Africa’s highest standards for teacher professionalisation and quality assurance in education.

“High-quality teacher development remains the single most powerful lever for improving student outcomes, equipping educators with the skills, confidence, and innovative approaches needed to inspire learning and close achievement gaps, making investments like SIRIUS essential to sustaining educational excellence and long-term success across South Africa and the continent.”

From legacy to leadership: Gaborone International School unveils new logo

Mon, 23 Feb 2026 05:36:10 GMT

Gaborone, February 20, 2026 — Gaborone International School (GIS) today unveiled its new logo and brand identity, celebrating a significant milestone in the school’s growth and development in recent years. The launch forms part of a unified brand identity introduced across schools within the ADvTECH International Group, and strengthens the GIS positioning within the ADvTECH International family while reinforcing its leadership in delivering high-quality private education in Botswana.

The new visual identity aligns Gaborone International School and Makini Schools (in Kenya) under a single designed logo, while each school retains its individual name, heritage, and local character. This honors the school's solid historical foundation while firmly positioning it for future excellence.

“Over the past decade, GIS has undergone significant transformation across its academic programmes, facilities, and staff development. The refreshed logo reflects this future-focused journey and reinforces the school’s commitment to accessible, high-quality education rooted in strong values and academic leadership,” says Horace Mpanza, ADvTECH Regional Managing Director.

The rebrand reflects GIS’s sustained growth, ambition, and unwavering commitment to preparing learners for a rapidly changing world, while remaining firmly rooted in its refreshed values of integrity, growth, excellence, and generosity of spirit.

Since it acquired GIS in 2015, ADvTECH has invested millions into state-of-the-art infrastructure such as a modern Science and Technology Centre while expanding the pre-school and primary facilities, enhancing sports amenities, and the integrating advanced technology across the learning ecosystem. This includes the adoption of ADvLEARN and Guided Readers, AI-enabled platforms that deliver personalized, adaptive education in line with global best practice.

“The refreshed brand identity aligns with our long-term vision to deepen the impact of GIS in Botswana’s education sector and the country’s wider economic prosperity. This milestone enhances GIS’s recognition as part of Africa’s leading private education provider, and supports its mission to drive innovation and student achievement to empower Botswana’s next generation of global citizens,” says Mpanza.

SIGNIFICANCE OF THE NEW LOGO

The school's culture has been characterised by five timeless motifs that are included in the new emblem:

The Book , representing academic excellence
The Torch and Flame , symbolising inspiration and leadership
The Pillar , reflecting strength and stability
The Laurel Wreath , denoting achievement and honor
The Shield , standing for tradition and security

Together, these elements affirm the school’s promise to deliver quality education while remaining grounded in tradition.

Makini Schools to Unveil Refreshed Brand Identity, Reinforcing Leadership in African Education

Mon, 23 Feb 2026 05:32:44 GMT

Nairobi, February 17, 2026 – Makini Schools will officially unveil its refreshed brand identity on Friday, February 20, 2026, marking a strategic evolution that strengthens its unified positioning and reinforces its leadership and credibility in the African education sector.

The rebrand reflects Makini’s continued growth, ambition, and commitment to preparing learners for a rapidly changing world, while remaining firmly anchored in its values of integrity, growth, excellence, and generosity of spirit. While the visual identity has been modernised, the name Makini Schools remains unchanged, underscoring the institution’s confidence in its heritage and enduring legacy.

At the centre of the refreshed identity is a new logo that symbolises confidence, clarity, and future-readiness. The new brand will be implemented across Makini Schools in Kenya and extended to other ADvTECH International schools across Africa, including Gaborone International Schools in Botswana.

“This rebrand represents a strategic evolution of Makini Schools,” said Horace Mpanza, Regional Managing Director, Makini Schools. “While our visual identity has been refreshed, our name, our commitment to quality education remains unchanged. This new identity reflects who we are today and where we are headed as we continue shaping future-ready learners.”

The refreshed brand builds on a sustained period of growth and investment. Makini Schools recently acquired Regis School, now rebranded as Makini Schools Runda. We have also strengthened our holistic offering through major investment in sports. We launched upgraded sports facilities at our Ngong Road and Kisumu campuses after investing over KSh 100 million.

Across the institution, we continue to invest in modern sports and academic infrastructure, as well as digital learning tools that enhance instruction. This includes ADvLEARN, our AI enabled personalised learning platform, teacher laptops, and classroom projectors, all designed to support better teaching and stronger learner outcomes.

Commenting on the role of technology in education, Mr. Mpanza emphasised the importance of preparing learners for an evolving labour market.

“Artificial intelligence will undoubtedly change the nature of work, but it will also create new pathways that demand higher-order thinking, creativity, and adaptability. Our learners must be prepared for jobs and opportunities that may not yet exist.”

Founded on the principle of delivering accessible, high-quality education, Makini Schools has built a strong reputation for nurturing well-rounded learners grounded in academic excellence, discipline, and strong values. The refreshed brand identity aligns with the institution’s long-term strategic vision to strengthen its presence across Africa and enhance recognition as it continues to scale.

The announcement was made at a media roundtable held on Tuesday, February 17, where Makini leadership engaged education and business journalists in a broader discussion on the evolution of Kenya’s education system. The session underscored the critical role private schools play in shaping national education outcomes and emphasised the need for continued collaboration between private institutions, government, educators, and other stakeholders to strengthen implementation, drive innovation, and enhance learner readiness across the sector.

“Our heritage is our foundation,” added Mr. Mpanza. “This rebrand honours our past while boldly positioning Makini for the next generation of learners.”

Matric class of 2026: The time to build for success is now

Tue, 17 Feb 2026 16:09:27 GMT

With all the start-of-the-year activities, ceremonies and celebrations now out of the way, the serious business of the Matric Class of 2026’s journey towards their final exams has now arrived. This year can feel overwhelming, not just for students, but for parents too, who often feel as though they are writing matric alongside their children.

“Whether students are aiming for university entrance, considering a gap year, or simply focused on finishing strong, the culmination of twelve years of education comes down to the NSC results for which they will sit later this year,” says Darren Purdon, Academic Project Manager: Academic Centre of Excellence at ADvTECH and The IIE.

“Matric is a year filled with excitement and responsibility. Many students take on leadership roles, plan their matric farewells, and prepare for valediction services. These events are memorable, but they also add to the pressure of maintaining strong academic performance. Mental health becomes a crucial factor, as students juggle multiple responsibilities and expectations,” he says.

But, to start the year on the right foot, it is imperative for students to set clear academic goals.

“APS scores are vital for university entrance, so students must understand the requirements and track their progress consistently. Parents can support this by creating a tracking sheet and having regular discussions with their child about their marks. These conversations should be constructive, offering motivation and support where needed,” says Purdon.

Planning is essential to avoid burnout, he adds.

“A monthly planner that includes all assessments and portfolio deadlines helps students stay organised. Establishing a study routine early in the year, with consistent daily habits, is far more effective than last-minute cramming. Using a wall planner or digital app to mark exam dates and assignment deadlines can make a big difference.”

Portfolio pieces play a significant role in the final NSC mark.

Students should aim to submit their best work and take advantage of opportunities to revise and resubmit tasks. Engaging with teachers for feedback is key. However, students must be cautious of plagiarism. While tools like ChatGPT and Microsoft Copilot are excellent for research, they should not be used to generate final submissions. Plagiarised work will be discarded and penalised, which can negatively impact results.

“Many subjects allow students to select their highest-scoring portfolio pieces. This flexibility can be a strategic advantage if assessments are approached with preparation and effort. Starting assignments early allows time for reflection and improvement, leading to better outcomes. Students should reach out to teachers for guidance and use feedback to refine their work,” Purdon says.

Very importantly, mental wellbeing must be prioritised throughout the year.

Encourage short, focused study blocks followed by breaks, and promote healthy habits like regular exercise, balanced nutrition, and sufficient sleep. Stress management techniques such as journaling, breathing exercises, or short walks can help students stay grounded. Pressure is normal, the key is learning to manage it effectively.

Thought Life Orientation is an after-thought? Think again.

“Life Orientation is often overlooked, yet it can influence university residence applications. It’s a task-driven subject, making it easier to excel with proper planning and effort. Aim for a distinction, it’s achievable,” says Purdon.

Active learning strategies such as summarising notes, teaching concepts aloud, using flashcards, and practising with past papers are highly effective.

“Previous NSC papers are invaluable for understanding question formats and expectations. These resources are freely available online and should be printed and organised in subject-specific folders for easy access.

“After each test, students should reflect on their performance: What went well? What needs improvement? This feedback loop is essential for growth. Taking notes in class and creating study summaries from day one will make exam preparation easier. Avoid studying late at night before assessments, and plan ahead to reduce anxiety and improve retention.”

Reviewing Grade 11 content in key subjects like Mathematics, Physical Sciences, and Languages is also important. Study groups and peer tutoring can reinforce understanding, and regular check-ins with teachers or mentors can help identify and address challenges early.

Focus on now, but also strategise the future.

While the Matric year brings countless demands on your time and energy, planning your post-Matric path is equally crucial - especially if you plan to pursue further studies, Purdon says.

“Start exploring your options right from the beginning of the year by thoroughly investigating all available pathways. Attend Open Days at as many public and private universities as possible to gain firsthand insight into campuses, programmes, and facilities. By acting proactively and keeping an open mind to the full range of possibilities, you'll reduce stress, make more informed decisions, and position yourself for a smoother, more successful transition into higher education.”

This final year of school is not just about academics, it’s about balance, planning, and making the most of every opportunity. With the right support and mindset, students can thrive and finish strong, while hopefully reducing stress and anxiety, says Purdon.

“Above all, students should remember to enjoy their final year of school. It’s a year filled with milestones and celebrations, and it passes quickly. Embrace the journey, plan wisely, and make the most of every moment.”

Emeris Sandton opens its doors to the next generation of South Africa’s leaders

Mon, 09 Feb 2026 12:00:07 GMT

Emeris Sandton officially opened its doors on Wednesday, 3 February in what has come to be known as the richest square mile in Africa, bringing a state-of-the-art mega campus to the heart of Johannesburg.

The R420 million, 47,000-square-metre campus represents one of the largest private investments in tertiary education in Gauteng, signalling a strong vote of confidence in the future of South African talent development. This landmark development marks the consolidation of The Independent Institute of Education’s Varsity College Sandton and IIE Vega School Bordeaux under one roof, now operating as Emeris and The Vega School at Emeris Sandton.

With the opening of this new campus, Emeris now operates ten contact campuses and one online centre across South Africa’s major metropolitan areas. Emeris educated approximately 30,000 students in 2025.

“The coming together of these brands marks a milestone not just for ADvTECH, not just for Emeris and Vega, but for the future of higher education in South Africa,” says Geoff Whyte, CEO of ADvTECH. At Emeris we talk about ‘elevating excellence’ because we mean it, and this campus is a tangible expression of that commitment.”

Designed to serve both academic excellence and holistic student development, the campus will accommodate 9,000 students in its first phase, with planned expansion to allow for over 13,000 students in the coming years. Facilities include a world-class indoor sports centre, IT laboratories, interactive classrooms, a VR studio, a podcast studio, a green screen room, a photo lab and advanced student collaboration spaces.

“This campus is built for the change makers, the leaders of tomorrow and the ones who dare to not only think differently, but act the part too,” adds Whyte. He adds that students will benefit from smaller class sizes, industry-active lecturers, AI-enabled learning technologies, robust student support systems and enhanced career services supported by strong employer partnerships.

Preparing students for real-world impact

Emeris continues to prioritise a student-centred, active learning model that bridges the gap between academic theory and real-world application. Whyte adds that the institution’s sector-leading graduate employment outcomes and on-time degree completion rates position it among the strongest private education providers in South Africa.

“South Africa’s future leaders need more than academic excellence to thrive,” Louise Wiseman, Managing Director of Emeris. “Practical skills, personalised support and social investment are just as key. In fact, education must do more than prepare students for a qualification; it must prepare them for the inevitability of change and repeated reinvention. “We teach students how to learn, unlearn and relearn, and hope that this new campus inspires them to dream boldly, stay curious and trust their ability to shape the future.”

The qualifications are accredited to the same standards as South Africa’s public universities, and with the Department of Higher Education and Training (DHET) progressing toward formal recognition of qualifying private institutions as universities, Emeris is positioning itself at the forefront of innovation, inclusion and academic excellence in the private higher education sector.

Wiseman concludes, “To our students both now and in the future, our message and plea is for you to dream boldly, stay curious and trust your ability to shape the future. This is the start of an exciting journey that will highlight Emeris as a champion of excellence and a beacon of hope to the future of education in South Africa, and we look forward to seeing the leaders, creators and problem-solvers who will emerge from Emeris Sandton.”

The opening of Emeris Sandton marks a key milestone in the development of private higher education in South Africa, establishing a central hub for learning, innovation and student growth in Johannesburg. For more information about Emeris and its programmes, visit www.emeris.ac.za .

Strong academic foundations: The future starts in the early years

Tue, 27 Jan 2026 09:15:11 GMT

Practical early childhood development advice for schools and parents

As South Africa grapples with persistent challenges in Early Childhood Development, the conversation must move beyond access alone to impact, because the country’s future is being shaped long before children start school.

The Early Childhood Development (ECD) stage, spanning from birth to five years old and extending into Grade R, is more than just playtime - it's the foundational phase where a child's brain, social skills, and learning habits are shaped. Investing in this period sets the stage for lifelong academic success, and schools and parents have a crucial role to play, an academic expert says.

According to Harvard University’s Center on the Developing Child :

Brains are built over time, from the bottom up, through an ongoing process that begins before birth. Simple neural connections form first, followed by more complex circuits.
The connections that form early provide either a strong or weak foundation for the connections that form later.
Our early experiences shape our brain architecture, which provides the foundation for all future learning, behavior, and health.

“The early years are a golden window for building cognitive, emotional, and physical skills that influence future success in school and beyond. Igniting curiosity in children and supporting their optimal development during these years have a lifelong impact,” says Desiree Hugo, Executive: ADvTECH Schools Academics.

Hugo says it was encouraging to see recent pronouncements by both the Ministers of Basic and Higher Education, Ministers Siviwe Gwarube ( SA needs to focus more on early learning ) and Buti Manamela ( Renewed emphasis on ECD and foundational learning not just welcome, but essential ), highlighting the importance of the early years on future academic performance.

“We support the position of the ministers, which aligns with ADvTECH’s commitment to lifelong learning and early intervention, by offering our children opportunities to explore, create and consistently inquire,” she says.

Hugo says while parents often direct their focus to finding the best possible high school for their child, greater attention should be given to a child’s early years’ experience – both in terms of accessing the best possible education, as well as providing support at home.

“During early childhood, children develop essential building blocks such as inquiry, language, problem-solving, and self-regulation through play-based activities. High-quality ECD schools foster curiosity, creativity, and social interaction, which translate into better reading, math, and critical thinking skills later on,” she says.

“We have empirical evidence to support this by considering our MAP results which highlight that children who attend our programmes have shown a significant higher performance later on, than those who have not been in our early years programs.

“Children who receive strong ECD support are more likely to perform well academically, exhibit positive behavior, and perform well throughout their academic journey. Conversely, gaps in early development can lead to learning and other challenges that persist into adulthood. By prioritising ECD, parents and educators lay a robust foundation, helping children thrive in an increasingly competitive world.”

HOW PARENTS AND SCHOOLS CAN SUPPORT EARLY CHILDHOOD DEVELOPMENT

Encourage play-based learning and develop creativity : Provide items such as blocks, puzzles, and art supplies to spark imagination and fine motor skills - aim for 30 minutes of unstructured play daily. Let children do observational drawings, by drawing items placed in front of them, rather than colouring in templates, this builds planning and skills that ensure observing and noticing detail in items.

Read together regularly and allow children to create their own stories : Share books every day to build vocabulary and listening skills; make it fun by using different voices or build comprehension skills by asking questions about the story. Give children three items to create a story based on the items, encourage the use of exciting adjectives in their descriptions.

Foster social interactions : Arrange playdates or group activities to help children learn sharing, empathy, and communication. Start with short, supervised sessions.

Establish routines : Create consistent daily schedules for meals, naps, and bedtime to promote self-regulation and a sense of security. Build these schedules with your child, and invite them to tick off completed tasks.

Limit screen time : Keep digital exposure (including television) to under one hour per day, opting for educational content when used, and prioritise real-world experiences instead.

Promote physical activity : Encourage outdoor play, like running or climbing, to develop gross motor skills and overall health - at least 60 minutes of active play each day.

Talk and listen actively : Engage in conversations about their day or feelings to enhance language development and emotional intelligence. Here, parents must ensure they themselves are fully present and responsive. Listen to your children’s theories rather than just giving answers and responses – ask them what they are thinking that makes them say what their theory is. Encourage questioning and let them provide answers, which builds cognition and deepens learning.

Monitor milestones : Keep track of developmental progress, and consult professionals if concerns arise.

First Steps to Global Success as RIUC’s Inaugural Students Kick Off 2026 Academic Year

Wed, 21 Jan 2026 06:23:39 GMT

Rosebank International University College (RIUC), the groundbreaking institution launched last year by Africa’s leading private education provider, the ADvTECH Group, today proudly welcomed its inaugural cohort of students.

Hundreds of exceptional first-time students, carefully selected from an overwhelming pool of more than one thousand highly competitive applications, have now officially commenced their transformative academic journey at RIUC .

This select cohort now embarks on an unparalleled opportunity – one that will equip them with the advanced skills, cutting-edge knowledge, and innovative mindset essential to meet the evolving demands of the global workforce in the Fourth Industrial Revolution and beyond.

Dr Linda Meyer, President of Rosebank International University College, and MD at The IIE’s Rosebank College and Waterfall School of Business (WSB), said: “Today marks an historic step as we welcome our pioneering inaugural cohort.”

“Backed by ADvTECH’s pan-African vision, our accreditations, global partnerships, and GETFund support, RIUC is delivering inclusive, innovative education that prepares students for success in the Fourth Industrial Revolution and beyond, while rooting excellence in African leadership.”

“As they step onto the modern campus in Accra for the start of the 2026 academic year, these pioneering students are not only beginning their higher education, but also contributing to a significant milestone in Ghana’s tertiary landscape.”

“They are positioned to become future leaders, innovators, and global professionals who will drive meaningful progress both locally and internationally,” she added.

RIUC offers accredited programmes across its faculties, including high-demand qualifications such as:

Bachelor of Computer and Information Sciences
Bachelor of Commerce in Supply Chain Management
Bachelor of Hospitality Management
Bachelor of Computer and Information Sciences in Application Development
Bachelor of Information Technology in Business Systems
Bachelor of Commerce in Digital Retail Entrepreneurship

RIUC is truly positioned as a hub for global learning, boasting partnerships with:

Ghana Tertiary Education Commission (GTEC)
Capsicum Culinary Studio (endorsing culinary programs with global industry ties)
Association of African Universities
Golden Key International Honour Society (global network for high-achieving scholars)
ADvTECH and Rosebank College South Africa

“Our new students can look forward to international exchange programmes, immersive study abroad opportunities, and access to globally recognized qualifications,” Dr Meyer says.

With limited remaining space, prospective students for 2026 and beyond are encouraged to register immediately—online at www.riuc.edu.gh/application—registration or by visiting the campus.

Future ready by design: What sets Pinnacle College Kyalami apart?

Wed, 21 Jan 2026 06:15:20 GMT

Pinnacle College Kyalami is a school intentionally designed for their community, one in which adaptability, digital fluency and human skills matter as much as academic knowledge.

Its educational model blends strong academic foundations with innovation, personalisation and holistic development to prepare learners for futures that are still unfolding.

A defining feature of the school is the purposeful integration of technology into everyday learning . Classrooms are equipped with modern digital tools that support interactive, blended and inquiry-based learning. From Grade 0, students are introduced to coding, robotics and computational thinking , helping them develop problem-solving skills, logical reasoning and creative confidence with technology, not as an add-on, but as part of the learning culture.

In Grades 4 to 6, mathematics is supported by ADvLEARN , an AI-enhanced approach to learning that enables teachers to track learner progress with greater precision and tailor targeted support or extension to individual needs. This is further strengthened by the school’s Individual Education Plan (IEP) framework, ensuring that each learner’s academic, emotional and developmental needs are understood and supported in a structured, intentional way.

Pinnacle College Kyalami also offers a boarding environment for up to 100 learners , providing a secure, nurturing and structured setting that extends learning beyond the classroom. Boarding supports independence, leadership and social development, while offering families a balanced blend of care, routine and opportunity.

The campus itself is designed as a “playground for the future” , a space where curiosity is encouraged, collaboration is natural and learning is active. Through project-based work, interdisciplinary thinking and experiential opportunities, learners are supported to engage deeply, think critically and apply knowledge meaningfully.

Together, these elements create a learning environment that is not only academically sound, but future-focused by design, developing learners who are confident, capable, adaptable and ready to thrive in a world of constant change.

Pinnacle Colleges, a member of the ADvTECH Schools Division, is a leading provider of future-focused education from early learning through to high school. Guided by our promise of Focus for Success, we combine academic excellence with innovation to provide structured pathways and modern learning environments. Our mission is to be the leading school brand for students pursuing tertiary education.

By integrating data-informed teaching and technology-enhanced learning, we partner with parents to nurture confident, values-driven young people. With a legacy of excellence and a commitment to personal growth, Pinnacle Colleges prepares students to thrive in a rapidly changing world.

Beyond the brochure: What really matters when choosing a university

Tue, 20 Jan 2026 06:15:22 GMT

Choosing a public university or private higher education institution is one of the most important decisions prospective students will ever make, and also one of the hardest. While hundreds of thousands of students have already been accepted into further study for 2026, many others still have to make the call before the official start of the academic year.

For these students, and senior high students who will have to consider their next steps in coming months and years, it is important to look beyond the brochure, an education expert says.

“For some, choosing a higher education institution is about a taking the first independent step. For others, it’s about returning to study after years in the workplace, fitting lectures around meetings, assignments around family life, and ambition around reality,” says Nadia Landman, Head of Academic Quality Management Systems at ADvTECH’s Independent Institute of Education.

Landman notes that while open days help, and polished brochures showcasing impressive campuses reassure, prospective students should attempt to gain a good understanding of what everyday life will actually look like once the semester starts.

WHEN REALITY HITS AND STUDENT SUPPORT BECOMES CRUCIAL

The real test of an institution rarely happens in week one. It happens a few weeks in, when deadlines stack up, confidence dips, work pressures increase, and life doesn’t politely pause for assignments.

“Every institution talks about student support,” says Landman, “but what matters is whether that support is visible and accessible when students begin to struggle, not only when they’ve already failed.”

For parents, that may mean asking how an institution identifies first-year students who are falling behind and what support is then made available. For adult learners, it means asking different but equally practical questions: Who do I contact when work deadlines clash with assessments? How accessible are lecturers outside of office hours? Are sessions recorded and made available should I miss a lecture?

Institutions that understand student reality, across ages and stages, can explain clearly how they support learners before pressure becomes a crisis.

WHO IS ACTUALLY DOING THE TEACHING?

Behind every qualification is a lecturer, or a team of lecturers, responsible for turning content into learning. Qualifications and experience matter. But so does engagement, responsiveness, and an understanding of who is sitting on the other side of the desk or screen.

“Adult learners bring professional experience, practical questions, and limited time. Parents want reassurance that lecturers are not only knowledgeable, but attentive and accountable. Strong institutions support their lecturers to teach well, and they take student feedback seriously,” says Landman.

WORKING WITH REAL-WORLD REALITIES

Few people still believe that a qualification alone guarantees a career. Parents worry about employability and adult students worry about relevance. Both are asking the same underlying question: Will this programme help me adapt to a changing world?

“Curricula should not be static documents. They should evolve with industry, technology, and society. Institutions committed to quality review their programmes regularly, involve industry voices, provide work integrated learning opportunities, and assess students in ways that reflect real-world complexity, not just academic theory,” says Landman. “The aim is capability, not just completion.”

WHY QUALITY AND GOVERNANCE MATTER

Accreditation, assessment moderation, and academic integrity may sound bureaucratic, but they quietly protect the value of the qualification, and the effort invested in earning it.

“Quality systems aren’t about red tape,” says Landman. “They exist to ensure fairness, credibility, and consistency, whether you’re studying full-time straight out of school or part-time while working.”

Institutions that take quality seriously are open about how these systems work and why they matter.

One of the clearest signals is the quality of service of an institution.

How quickly are emails answered? Are queries met with empathy or deflection? Is communication clear, honest, and respectful of people’s time? Over time, these everyday interactions reveal whether an institution is designed around systems, or around students with real lives.

“Higher education is not a transaction. It’s a commitment – of time, energy, and belief in a better future. Parents may not walk the journey for their children. Adult learners may not have the luxury of starting over if things go wrong. In both cases, the choice of institution matters deeply,” Landman says.

“When looking at your options, understand that the strongest institutions are not defined by the loudest claims. They are defined by their willingness to answer difficult questions openly, thoughtfully, and without hesitation. And it is in asking those questions, early, calmly, and with intention, that both parents and adult learners move beyond the brochure and towards a decision that truly supports success.”

Note:

Recent developments in national higher education policy are helping to bring greater clarity for prospective South African students. The Department of Higher Education and Training’s policy on the recognition of institutional types is designed to ensure that different kinds of higher education institutions are clearly defined, appropriately regulated, and transparent about what they are established to offer. For students and families navigating an increasingly complex higher education landscape, this clarity will support more informed decision-making, helping them choose institutions that are aligned with their academic goals, life circumstances, and preferred mode of study, rather than relying on assumptions or labels. Policy implementation can only proceed once regulations are published.

ADvTECH Schools: Global Best Practice Delivers Top IEB Results

Wed, 14 Jan 2026 07:54:55 GMT

JSE-listed ADvTECH is celebrating another year of outstanding academic performance following the release of the 2025 IEB Matric results. Three of the group’s schools – Crawford Sandton, Crawford La Lucia, and Glenwood House were ranked in the top ten co-educational schools.

Across its 103 South African schools, ADvTECH’s pass and bachelor’s pass rates for 2025 were 99,7% and 94,0% respectively, with an impressive 3 371 distinctions at an average of 2,1 per student. 16 students from the ADvTECH group were recognised for Outstanding Performance by the IEB and a further 14 for Commendable Achievement.

Significantly, while the national IEB average dropped year-on-year, ADvTECH’s pass rate increased by 0.3%.

“Another strong set of results was achieved by our schools in 2025. We congratulate our students and teachers for their commitment and dedication”, commented Desiree Hugo, Academic Head: ADvTECH Schools.

Hugo says that the group’s performance is the result of a number of initiatives introduced over the past few years.

"ADvTECH has invested significantly in AI enhanced personalised learning and teacher training, ensuring that each student achieves their full potential. With a strong analytical focus on academic data, we have been able to ensure improvement for every student. We continue to strive towards consistently superior outcomes, leading the way with global best practice in education."

Hugo added that a special note of congratulation was due to The Bridge Assisted Learning School in Lonehill, whose first Matric cohort achieved an impressive 100% pass rate.

ADvTECH’s schools' brands include Crawford International, Pinnacle Colleges, Trinityhouse Schools, The Bridge Assisted Learning School, Evolve Online Schools and Abbotts Colleges.

DEALINGS IN SECURITIES BY A DIRECTOR OF A MAJOR SUBSIDIARY OF THE COMPANY AND AN ASSOCIATE OF SUCH DIRECTOR

Fri, 19 Dec 2025 06:15:53 GMT

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 DIRECTOR OF A MAJOR SUBSIDIARY OF THE COMPANY AND AN ASSOCIATE OF SUCH DIRECTOR

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Director of a Major Subsidiary of the Company and an associate of such a Director.

Johannesburg

19 December 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

AI in education: SA must urgently innovate & invest to close the divide

Tue, 02 Dec 2025 05:54:12 GMT

Education expert outlines the 5 pillars required to support AI success in Africa

As artificial intelligence (AI) reaches into the everyday personal and professional lives of South Africans, the country’s education system is at a crossroad, as the immense potential of the technology is overshadowed by barriers like spotty internet, power outages, and outdated resources.

“AI has emerged as a beacon of hope for education on the continent, promising to personalise lessons for a child in a remote village or automate grading for overworked teachers in urban townships,” says Dr Gillian Mooney, Executive: Teaching & Learning at The IIE’s Academic Centre of Excellence, who delivered the keynote address on the topic at the recent Global AI in Education Conference.

She says an initiative like the Invigilator App, which keeps online exams rolling even during loadshedding, is a homegrown solution that demonstrates that AI isn't some distant Silicon Valley import. However, without urgent and bold action, AI threatens to widen divides, rather than bridge them.

“On a continent where billions lack reliable electricity or affordable smartphones, rolling out AI without addressing these basics, risks leaving the most marginalised behind. The media spotlight often fixates on flashy AI breakthroughs, but the real story is the urgent need for public-private partnerships to make this tech work for Africa,” Dr Mooney says.

She says while companies like ADvTECH are leading with platforms that track student progress in maths and science overnight, spotting struggles before class even starts, scaling this kind of technology requires governments, universities, and businesses to collaborate urgently, to ensure equitable access.

Dr Mooney says AI's magic in education starts with personalisation—tailoring lessons to a student's pace, style, and needs.

“This isn't sci-fi; it's happening in South Africa’s top schools today, where AI acts as a 24/7 assistant, freeing educators for what they do best - inspiring young minds. By analysing job market trends, AI can even steer curricula toward skills like coding or sustainable farming, linking classrooms directly to tomorrow's opportunities across Africa and beyond.”

For underserved communities, the impact could be revolutionary. Students with disabilities get adaptive tools that read aloud or simplify complex texts; AI tutors immerse students in Xhosa while building global tech savvy. Vocational training gets a boost too, with simulations for welding or entrepreneurship that feel as real as hands-on practice. The result? A generation equipped not just to survive, but to thrive in a world demanding adaptability.

Yet, starry-eyed visions must confront harsh truths.

“The digital divide looms large. Without widespread internet, solar-powered devices, or off-grid solutions, AI remains a luxury for city elites. In South Africa alone, loadshedding disrupts learning daily, so how do we build AI that laughs in the face of blackouts?

“Bias is another beast. If training data echoes pre-democracy prejudices, AI could reinforce racial or gender stereotypes in grading or recommendations. We've seen it before with facial recognition tech failing darker skin tones - education can't afford such blind spots,” Dr Mooney notes.

Teachers, the heart of our systems, aren't immune either. Fears of job loss or "de-skilling" are valid, but AI should empower, not replace. Training programmes must reframe educators as guides in AI-augmented classrooms, handling the human elements machines can't touch - empathy, ethical debates, cultural nuance.

“This transformation demands African leadership. No more importing off-the-shelf solutions. We need local developers crafting tools infused with our stories, from Ubuntu-inspired collaboration apps to climate-resilient learning platforms. Leapfrogging outdated models, we can pioneer paths that blend tech with tradition.”

To make this real, the following is required:

Robust Policy Frameworks: Governments crafting rules for ethical AI, from data rules to accessibility mandates.
Infrastructure Investment: Pouring funds into broadband, cheap devices, and renewable energy to connect every corner.
Teacher Empowerment: Hands-on training to weave AI into daily teaching, boosting confidence and innovation.
Research and Development: Homegrown AI hubs fostering African talent and interdisciplinary breakthroughs.
Public-Private Partnerships: Teaming government with leading public and private educational institutions for scalable, context-specific solutions.

“The future of African education, empowered by AI, is not a distant dream; it is an unfolding reality. It is a future where every child, regardless of their location or background, can have access to quality, personalised, and relevant learning experiences,” says Dr Mooney.

“But what must happen – with urgency – is for Africa to seize this moment with courage, wisdom, and a shared commitment to building an educational future that is truly transformative, truly African, and truly human.”

Appointment of Lead Independent Director (“LID”)

Fri, 28 Nov 2025 07:58:11 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

APPOINTMENT OF LEAD INDEPENDENT DIRECTOR (“LID”)

In compliance with the JSE Listings Requirements, shareholders are advised of the following changes to the important function of a director.

Harvey Christophers (“Harvey”), currently an independent non-executive director and member of the Audit and Risk, Investment and Remuneration Committees, has been appointment as Lead Independent Director with effect from 27 November 2025.

Harvey will also being taking over the role of Chairperson of the Audit and Risk Committee, effective 1 January 2026, following the retirement of Keith Warburton as published on SENS, 8 April 2025.

28 November 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY

Wed, 26 Nov 2025 13:51:52 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer of the Company.

Johannesburg

26 November 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

Empowering South Africa’s teachers: why professional development is crucial as tech advances

Wed, 26 Nov 2025 09:23:00 GMT

SIRIUS teaching and learning centre provides a blueprint for successful upskilling of educators

Technological advancements in education have made continuous professional development of teachers more crucial than ever. With the rise of artificial intelligence, shifting pedagogical approaches, and increasingly diverse classroom needs, educators must be equipped not only with subject knowledge but also with the tools and strategies to foster meaningful learning experiences.

Simply put, all the tech in the world won’t make a meaningful impact if teachers are not empowered to use the available tools – such as ADvLEARN and MAP, which act as teacher assistants - effectively.

“Teachers are lifelong learners. Their role extends far beyond delivering content, it’s about ensuring students truly understand and engage with what they’re learning. When students struggle, effective teachers ask: What can I do differently to help them succeed? This mindset underscores the importance of ongoing professional development,” says Darren Purdon, Academic Project Manager at JSE-listed ADvTECH, Africa’s leading private education provider.

Professional development opportunities allow teachers to stay current with educational trends, refine their teaching practices, and collaborate with peers. Sharing best practices within and across schools creates a culture of growth and innovation, ultimately benefiting student outcomes, he says.

“It is important to understand that great teaching can be learned. However for this to happen, institutions must create spaces where educators can access curated resources, attend workshops, and engage in meaningful dialogue about teaching and learning.”

Purdon says ADvTECH’s commitment to the continuous professional development of its academics and teachers, has led to the development of SIRIUS, a unique teaching and learning centre that now forms a central part of the private education group’s employee value proposition.

“While developed within ADvTECH, the approach of SIRIUS reflects a broader commitment to educational excellence. SIRIUS offers short courses, online sessions, podcasts, and curated materials designed to support teachers and lecturers in their professional journey.

“And with more than 6 088 educators actively using the platform, having completed more than 13 200 courses since the centre’s launch in March, it’s clear that teachers value accessible, relevant, and practical development opportunities.”

Purdon says SIRIUS also serves as a central hub for tracking professional growth, enabling educators to earn badges upon course completion and contributing to formal skills development reporting.

“Its structure, offering in-person facilitation, real-time online sessions, and self-paced learning, ensures flexibility and inclusivity,” Purdon says.

“Additionally, ADvTECH has ensured that the centre’s goals align with global benchmarks: fostering innovation in teaching, and using research to inform best practices. By focusing on specific areas of teaching, educators can directly impact student learning and achievement.”

In a world where change is constant, investing in teacher development isn’t optional, it’s essential. Whether through institutional platforms like SIRIUS or broader collaborative efforts, empowering educators means empowering students. And that’s a future worth building, says Purdon.

IEB CAPS vs Cambridge: How to choose the right curriculum for your child

Tue, 25 Nov 2025 08:58:13 GMT

Choosing the right academic path for your child is one of the most important decisions you will ever make, and parents torn between IEB CAPS and Cambridge International often do not know what they need to consider before making the call. Both of them are two strong, well-regarded curricula offering unique benefits and structures, however deciding which one is the best fit for your child is not a straightforward consideration.

“Each track has unique characteristics which need to be matched to a child’s strengths, learning style, and long-term goals,” says Colin Northmore, Executive Head at ADvTECH’s Evolve Online School.

Northmore, who is in a unique position to offer unbiased insights into the benefits and challenges of both paths, as Evolve offers both the Cambridge International and the IEB CAPS curricula, says parents should take heed of the below factors and considerations when determining which curriculum is best suited to their child:

LOCAL VS GLOBAL

If you are looking at IEB CAPS, you are looking at a proudly South African curriculum. It is overseen by the Independent Examinations Board (IEB) and based on the CAPS framework - the Curriculum and Assessment Policy Statement. It is built with South African learners and contexts in mind.

On the other hand, Cambridge International is a British-born curriculum developed by the University of Cambridge. It is offered in across 160 countries and is widely accepted by universities worldwide, from the UK and USA to South Africa, Australia, and beyond.

CONTENT AND METHOD

The IEB CAPS curriculum offers a broad and consistent subject range, with learning that is often more teacher-led and structured. Everything is outlined by national policy, meaning learners are typically working through the same topics at the same pace across the country.

Cambridge, in contrast, allows for greater subject choice and flexibility, especially from the IGCSE stage (around Grade 10). It encourages students to think critically, research independently, and take ownership of their learning. It is ideal for learners who enjoy diving deep into topics and working with autonomy.

ASSESSMENTS

Assessment styles are where the two curricula diverge substantially.

IEB CAPS strongly emphasises continuous assessment, things like projects, practicals, orals, and classwork all count toward the final result. It is a more “all-year-round” picture of how your child is doing. Final matric marks are what universities look at when deciding on admissions in South Africa.

Cambridge leans heavily into formal exams, especially in the IGCSE, AS, and A Level years. These exams are set and marked externally and follow an international standard. While there are internal assessments in some subjects, exam success is key. The exams are typically written in phases: IGCSE around Grade 11, AS Levels in Grade 12, and A Levels in Grade 13.

CURRICULUM FIT

Determining which curriculum best suits your child will, to a great degree, depend on their personality and learning style.

IEB CAPS tends to suit students who do well in a structured and guided environment, with steady support and a clear path forward. If your child aims to study in South Africa, this is a solid, widely recognised choice.

Cambridge International works well for independent, inquisitive learners who flourish when critical thinking is called for. It is also the ideal curriculum if your child is considering studying abroad or wants to develop globally transferable skills.

COST AND ACCESSIBILITY

IEB CAPS is generally more affordable than Cambridge International, especially in South African private schools. Being locally developed, it also aligns well with existing public infrastructure, making it more accessible to a broader range of families.

In contrast, Cambridge schools may have higher tuition fees due to international accreditation, additional examination fees, and the extended Grade 13 (A-Level) year.

TEXTBOOK AND RESOURCE AVAILABILITY

IEB CAPS textbooks and teaching materials are widely available through local publishers and bookstores, often at a lower cost. Resources are tailored to South African contexts and align directly with CAPS topics. While high-quality and globally relevant, Cambridge resources can be more expensive and harder to source locally, especially in print. However, digital resources and international publishers offer increasing accessibility.

AVAILABILITY OF SCHOOLS

IEB CAPS is widely implemented across South African independent schools and recognised by the South African Council for Quality Assurance in General and Further Education and Training (Umalusi). While growing in popularity, Cambridge International is offered in fewer schools nationally. That said, the number of registered Cambridge schools and online learning providers is increasing rapidly across South Africa and the continent.

With this rapid increase, parents should however be warned to ensure that their school is well equipped to teach the curriculum and provide the logistical and other support required to be successful.

SUPPORT FOR SPECIAL EDUCATIONAL NEEDS

IEB CAPS offers structured support through assessment, accommodations, and the involvement of educational psychologists, particularly for learners with documented barriers to learning. Cambridge International also provides support mechanisms, including access arrangements and modified papers for learners with special educational needs. However, implementation depends significantly on the school’s policies and capacity to support diverse learning needs.

UNIVERSITY CONSIDERATIONS

Both curricula open doors, but in different ways. IEB results are used to calculate the APS scores required for South African university applications.

Cambridge qualifications, particularly AS and A Levels, are accepted locally and internationally, including at top universities in the UK, USA, Europe, and South Africa. For global opportunities, Cambridge provides a more familiar format to international admissions offices.

“When considering which curriculum to choose for your child, there is no right or wrong answer. However it is important to consider learning style, future aspirations and the level of support a student might need. Whether aiming for local strength or global reach, IEB CAPS and Cambridge International both offer robust academic preparation, so the key is finding the fit that empowers your child to thrive,” Northmore says.

DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY

Wed, 12 Nov 2025 13:11:31 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer of the Company.

Johannesburg

12 November 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH welcomes DHET policy for the recognition of institutional types

Wed, 12 Nov 2025 09:47:23 GMT

JSE-listed ADvTECH welcomes the long overdue gazetting of the Policy for the Recognition of South African Higher Education Institutional Types (Government Gazette No. 53515, 17 October 2025).

“This development is an important next step to ensure private higher education institutions can rightfully be designated as universities alongside their peers in the public sector,” commented ADvTECH CEO Geoff Whyte.

The Department of Higher Education and Training (DHET) has indicated that draft regulations pertaining to the application process, timelines and specifics of criteria will be released for public comment within the next three to six months.

“As soon as it is possible, ADvTECH will apply separately for university status for both its Rosebank International and Emeris brands,” concluded Whyte.

Private HE is an indispensable part of the larger ecosystem

Wed, 12 Nov 2025 09:25:07 GMT

Article by Dr Linda Meyer

By educating more young people, South Africa can enhance its human capital, drive innovation and bolster its position as a regional knowledge hub. Yet, this potential remains largely untapped: hundreds of thousands of qualified South African youth are barred from higher education each year due to financial and capacity constraints.

The National Student Financial Aid Scheme (NSFAS), intended as a crucial support for disadvantaged students, is itself ensnared in administrative chaos.

Simultaneously, public universities can accommodate only a fraction of the demand. This article explores the pressing need to unblock the NSFAS funding pipeline, the structural pressures underpinning the access gap, the policy and political failures perpetuating the status quo, and evidence-based solutions to sustainably expand higher education access.

Massification has arrived

South Africa is experiencing a surging demand for higher education that far outstrips the capacity of its public universities. Each year, the number of school-leavers achieving a bachelor pass in the National Senior Certificate exam has been growing. In 2024 alone, roughly 337,000 matriculants earned bachelor-pass marks, qualifying them for university studies.

This reflects a broader trend of massification – as the country’s youth population grows and more families see university as the gateway to the knowledge economy, higher education has shifted from an elite pursuit to a mass aspiration.

Yet public universities can only enrol about 200,000 to 210,000 new undergraduate students a year. Government enrolment plans, limited infrastructure, and funding constraints have effectively capped first-year intake at this level, year after year. The result is a gaping chasm between demand and supply.

In 2024, approximately 127,000 qualified students had no seats at public universities. Each year, well over 100,000 capable young people are, thus, left on the sidelines – a “persistent pool of qualified but unplaced students” with dashed hopes.

This unmet demand has several immediate consequences.

Firstly, it has given rise to a parallel private higher education sector that is rapidly expanding to absorb those shut out of public universities. Private institutions now enrol over 20% of all higher education students in South Africa and have nearly tripled their numbers since 2010. Major private providers – from multinational college networks to specialised institutes – are growing at 6%-7% annually, far outpacing the stagnant public sector. This growth underscores the extent of latent demand beyond the public universities’ cap.

Secondly, pressure is spilling over to other parts of the post-school system. Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) programmes are facing rising enrolment requests as alternative pathways for those who cannot secure university places. However, these sectors have their own capacity and quality constraints and have not been scaled up sufficiently to absorb the overflow.

Policymakers thus face an acute dilemma: how to expand access for a growing youth population without overwhelming the system. The tension between widening participation and maintaining educational quality and financial sustainability is palpable.

For the past decade, the de facto approach has been to ration limited public university seats while offering NSFAS bursaries to a subset of students, a strategy now buckling under the dual crises of insufficient seats and inadequate funding.

The Access Gap

Several structural forces are intensifying South Africa’s higher education squeeze. Demographic trends are a fundamental driver: improved access to schooling has produced larger cohorts of matriculants eligible for tertiary study each year. Over 705,000 students sat the matriculation exam in 2024, with more than 615,000 passing – an 87% pass rate.

Compounding this is regional migration. South Africa attracts students from neighbouring countries in the Southern African Development Community, or SADC, region, as political and economic instability in countries like Zimbabwe and Namibia drives many youth to seek education opportunities in South Africa.

Economic inequality within the country is another structural factor. Extreme income disparities mean that many university-eligible students cannot afford higher education without financial aid; more than 556,000 candidates in the matric class of 2024 were beneficiaries of social grants.

Public funding limits form a hard ceiling on expansion, as higher education must compete with other pressing public needs amid slow economic growth, international pressure from the likes of the United States, and high debt-to-GDP ratios.

Fixing NSFAS

NSFAS was conceived as a lifeline for students from low-income families, but it has become a bottleneck stifling the system. Chronic administrative failures have led to repeated delays in disbursing student allowances, often leaving students stranded without food or accommodation and sparking protests that disrupt the academic calendar.

NSFAS disclosed to parliament that, in 2025, it is oversubscribed by ZAR10.6 billion (about US$606 million) for university education. These operational breakdowns are exacerbated by weak governance and frequent leadership changes, undermining ongoing improvement. Consequently, the scheme intended to widen access has become a source of instability on campuses.

Financially, NSFAS is unsustainable. The scheme now consumes nearly 36% of the entire higher education budget – about ZAR50 billion annually – yet still fails to meet student funding needs. Its funding allocation has grown explosively (from ZAR48.7 billion in 2025 to a projected ZAR53.4 billion by 2027) without evidence of improved efficiency.

Despite this massive expenditure, NSFAS cannot cover all eligible students: more than 615,000 learners qualified for higher education in 2024, but many went unfunded. Those most affected are the very students NSFAS is meant to help – youths from working-class and poor households, who are disproportionately harmed by delayed or denied funding. NSFAS’s loan book is plagued by rising debt and negligible recovery from graduates, indicating that the current model, essentially a grant for most recipients, is fiscally broken.

Governance scandals compound these issues. Persistent allegations of corruption, irregular tenders and maladministration have eroded public trust. Oversight is feeble: NSFAS has struggled to effectively monitor the private service providers tasked with disbursing student living allowances, leading to funds going missing or being paid late.

The systemic consequences are dire. The failure of this state-led funding model is undermining confidence in the government’s ability to deliver on its education rights commitments. It also exacerbates inequality (only students with other means or exceptional persistence can survive the funding shortfalls) and fuels instability as frustrated, debt-burdened youth take to the streets – as is the case at the University of Fort Hare.

Moreover, NSFAS’ failures push thousands of unfunded students towards private colleges or the labour market, highlighting the fragility of the public system and shifting the burden to families or private institutions. In short, fixing NSFAS is a first-order priority: without a functional student aid system, expanding access will remain an empty promise.

Growth in private providers

The rapid expansion of South Africa’s private higher education sector represents one of the most profound shifts in the country’s post-school landscape since the dawn of democracy. In less than two decades, private higher education institutions (PHEIs) have evolved from niche providers serving a small professional market into a substantial and growing component of the national higher education system.

Whether the Department of Higher Education and Training (DHET) embraces it or not, private higher education is now an indispensable part of the larger ecosystem, absorbing unmet demand, diversifying access pathways, and increasingly shaping national skills.

The empirical evidence is striking. Between 2010 and 2023, PHEI enrolments almost tripled – from 90,767 to 286,454 students – reflecting an annual growth rate of around 6%-7%, compared to the public university system’s near stagnation in total enrolments, which have plateaued at roughly 1.07 million since 2017.

At this pace, and, assuming modest public institution expansion, projections show that private higher education could surpass the public university system in total enrolments between 2045 and 2049. These figures challenge the long-held assumption that higher education is, and must remain, predominantly a public endeavour. Instead, they reveal a structural rebalancing of the system. It is into this vacuum that private institutions have stepped, often more agilely and responsively than their public counterparts.

PHEIs have grown, not only in numbers, but also in diversity and sophistication. Once dominated by business colleges and teacher-training providers, the sector now spans a wide range of disciplines, from commerce and education to emerging STEM (science, technology, engineering and mathematics) and digital fields.

The Independent Institute of Education (IIE), Stadio, Boston City Campus, Eduvos and SANTS collectively account for the bulk of private enrolments. Still, a growing number of smaller, niche providers now target professional reskilling, micro-credentials, and distance learning.

The demographic profile of PHEI students also contradicts stereotypes. Nearly 70% are black African, and a significant proportion are first-generation tertiary students. Importantly, PHEIs also attract older students, including those aged 25-38, reflecting a broadening market for lifelong and flexible learning.

In essence, the DHET’s planning frameworks have underestimated the role of the private sector, both as a pressure valve and as a legitimate partner in advancing national development. The stubborn reality is that fiscal ceilings have constrained the public system’s growth: the DHET’s budget has risen nominally from ZAR137.5 billion in 2024-25 to an expected ZAR158 billion in 2027-28, a 4.8% compound annual growth rate that barely keeps pace with inflation.

Real per-student expenditure in public universities remains static, while the number of eligible applicants continues to climb. This makes the contribution of private providers indispensable, even if policy discourse on PHEIs remains confused.

Beyond filling numerical gaps, PHEIs are altering the functional logic of higher education. They are less encumbered by the bureaucratic and infrastructural inertia that constrains many public universities, allowing them to pivot more quickly to market and technological demands. Many have invested heavily in digital platforms, blended delivery, and partnerships with employers – precisely the kind of flexibility the DHET and Council on Higher Education have long urged the public system to adopt.

They also offer entry-level higher certificates and stackable degree pathways that expand participation among students who might otherwise be excluded. Their responsiveness has made them essential engines for workforce development in business, education and applied technology.

While private tuition fees are generally higher than public ones, many institutions offer bursaries, flexible payment structures, and corporate partnerships that make access feasible. Moreover, NSFAS’s chronic dysfunction has further reinforced the legitimacy of alternative, market-based models.

Whether policymakers like it or not, the binary between ‘public’ and ‘private’ higher education is increasingly obsolete. South Africa’s higher education ecosystem is a single, interdependent system characterised by both competition and complementarity. Public universities, PHEIs, TVET colleges and CET centres form a continuum that must be integrated through articulation frameworks, shared quality assurance, and equitable funding mechanisms.

The DHET’s insistence on treating private providers as peripheral risks undermines national human capital objectives. Instead, policy must shift towards coordinated expansion – recognising private institutions as legitimate partners in achieving enrolment, throughput, and employability targets.

The rise of private higher education in South Africa is not an anomaly but a structural response to the inefficiencies and constraints of the public system. Its growth embodies the adaptive logic of an evolving post-school ecosystem, where the boundaries between state and market provision blur in the pursuit of access, quality, and relevance. To continue denying its role would not only be futile, but counterproductive to the broader developmental mandate.

Expanding access

Expanding access to higher education necessitates ambitious, evidence-based reforms across multiple fronts. This includes restructuring NSFAS and forging student finance partnerships to enhance capacity, innovate delivery modes, and implement key interventions.

An overhaul of NSFAS is essential, transforming it into a decentralised, financially sustainable system. Functions should be reallocated to universities and TVET colleges for closer oversight of qualifications and fund disbursement. Portable grants or vouchers would enable students to attend any accredited institution. An income-contingent loan recovery mechanism, whereby graduates repay a portion of the funding once employed and earning above a threshold via the tax system, mirrors successful models in Australia and the United Kingdom.

This approach eliminates inefficiencies, curbs corruption, strengthens accountability, ensures financial sustainability, and shares costs between the government and graduates. Over time, this will support more students and restore some degree of trust – a prerequisite for broader access expansion.

Public-private partnerships are crucial for increasing capacity. Collaborating with the private sector can build on the trend of public-private collaboration through work-integrated learning placements, co-developed programmes, and articulation agreements. Contracting private institutions to educate students with public funding, purchasing seats, and co-investing in infrastructure are key strategies.

Government grants and guarantees can help private and community organisations establish new campuses in underserved provinces through revenue-sharing arrangements, leveraging private capacity for rapid expansion with minimal state investment while ensuring quality is monitored.

Adopting blended and flexible learning models is another vital strategy. Embracing educational technology can stretch existing capacity and increase access. A hybrid model for large first-year courses taught partly online can significantly reduce the need for brick-and-mortar expansion. Modernising distance education platforms like UNISA [the University of South Africa] to serve working adults in remote areas will improve success rates and open doors for those lacking campus access. Investment in connectivity and devices to bridge the digital divide is critical for stability.

An integrated Post-School Education and Training (PSET) ecosystem that enables movement between institution types is also necessary. Strengthening articulation and credit transfer mechanisms will absorb more students in the short term, ensuring talent isn’t wasted.

Incentivising alignment between funding and qualifications frameworks will reward institutions that receive transfers. Central application systems can redirect overflow applicants to alternative institutions, spreading the burden of expansion across different institution types and creating more opportunities within the PSET ecosystem.

Investing in infrastructure innovation is unavoidable to close the gap. Upgrading existing facilities through efficiency grants, adding teaching venues, student housing, and labs, implementing energy-efficiency retrofits, improving labs, addressing maintenance backlogs, and implementing load-shedding contingencies are critical for stability.

Innovative approaches like sharing facilities or deploying mobile “pop-up” campuses focused on high-demand fields with specialised facilities can yield significant benefits. Public works programmes building education infrastructure will create construction jobs while expanding capacity for future generations.

Unlocking access to higher education requires breaking away from incrementalism to address deeply entrenched problems, such as an overwhelmed NSFAS and vast supply-demand gaps. Structural inequities are not insurmountable; bold reforms pursuing a reimagined student funding model, cross-sector partnerships, and modernised delivery modes can make real progress towards an inclusive, high-quality system.

Costs of inaction

The payoffs are far-reaching: empowering thousands more young South Africans with skills and degrees will boost the nation’s economy through increased productivity and innovation. Educating youth from neighbouring countries will strengthen the geopolitical standing of the region as a regional hub, helping address Africa’s development challenges.

The cost of inaction is lost potential and social instability. It is time for a coalition of government, academia, industry, and civil society to drive forward the changes needed to expand access and realise this vision of sustainable growth.

In a landmark development for South Africa’s tertiary education landscape, the DHET officially gazetted the Policy for the Recognition of South African Higher Education Institutional Types (Government Gazette No 53515, 17 October 2025).

This pivotal policy reform allows private higher education institutions that meet the required academic, governance, and quality standards to be formally recognised and designated as universities or university colleges.

It marks the culmination of years of advocacy, policy refinement, and national dialogue on the equitable treatment of higher education providers in South Africa’s dynamic, evolving post-school education system. For the first time in South Africa’s democratic history, private universities can rightfully be called universities.

The promulgation of this policy signifies a victory for academic legitimacy, institutional equity, and the evolution of higher education in South Africa. It acknowledges that quality education transcends ownership boundaries and is a public good delivered by both public and private entities committed to advancing society. The door has finally opened to a future where collaboration, innovation, and excellence define the university experience across all sectors.

Dr Linda Meyer is managing director of IIE Rosebank College. This is a summation of her keynote address given at a Council on Higher Education Colloquium held on 18 September 2025. The subsequent developments have been added as a solution-oriented move for the good of the higher education institutions and economic growth.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.

ADvTECH launches groundbreaking academic centre of excellence

Thu, 30 Oct 2025 08:27:48 GMT

Setting new benchmark in African Higher Education

JSE-listed ADvTECH, Africa’s leading private education provider, has officially launched its Academic Centre of Excellence (ACE) - a first-of-its-kind initiative designed to enhance academic leadership, innovation, and quality assurance across the group’s schools and tertiary institutions,

The Academic Centre of Excellence represents a transformative milestone for ADvTECH. Conceived as a centralised, future-focused hub, ACE brings together key aspects of the academic value chain into an integrated ecosystem that fuses academic governance, teaching innovation, digital transformation, and institutional research advancement. It is the foundation upon which ADvTECH is building a new era of educational thought and practice - one that is distinctly African in its context but globally benchmarked in its standards.

“We take great pride in the launch of our Academic Centre of Excellence (ACE), established as a central hub for academic innovation within the group,” says Shevon Lurie, Director of The IIE, ADvTECH’s Tertiary Division.

“ACE is designed to maximise ADvTECH’s academic advantage across the group, with the ultimate goal for ACE to emerge as an internationally recognised leader in academic thought and practice.”

Through ACE, ADvTECH will amplify its academic edge by leveraging the rich expertise and capabilities across its extensive network of schools and tertiary institutions. The centre will provide a unified structure for academic governance, accreditation, and quality assurance, while delivering seamless EdTech integration, advanced data analytics, academic development initiatives, and institutional research. The outcome is a stronger, smarter, and more agile academic ecosystem that benefits around 100 000 students and 9 000 academic staff across South Africa and the rest of the continent.

At its heart, ACE embodies ADvTECH’s belief that excellence in education is not achieved through isolated innovation, but through deliberate collaboration, evidence-based practice, and a relentless pursuit of quality. It is an environment where governance meets creativity, where data informs strategy, and where technology and pedagogy intersect to transform teaching and learning.

This forward-thinking approach also underpins ADvTECH’s long-term ambitions for its schools and higher education divisions. ACE will play a critical role in advancing the strategic journey of Emeris and Rosebank College toward private university status, cementing ADvTECH’s leadership in shaping the future of African tertiary education.

“The ACE leadership team brings deep expertise and a shared commitment to redefining educational excellence in collaboration with ADvTECH’s school and tertiary brands,” Lurie adds. “Under their guidance, we are poised to set new benchmarks in academic innovation and impact in South Africa and internationally.”

More than a centre - ACE is a movement. It signifies a bold step toward a reimagined higher education landscape that is agile, quality-driven, and globally competitive. In an era where education is rapidly evolving, ADvTECH’s Academic Centre of Excellence positions the group not just as a participant in that change, but as the driver of it.

ADvTECH’s Maragon Mooikloof Achieves Top Honours at Northern Gauteng Science Expo

Wed, 22 Oct 2025 09:28:04 GMT

Students from ADvTECH’s Maragon Mooikloof showcased impressive scientific talent at the 2025 Northern Gauteng Senior Science Expo, earning multiple medals and reaffirming The ADvTECH Advantage of consistent, superior academic outcomes.

Held on 19–20 September 2025, the Expo brought together some of the region’s most promising young scientists, engineers, and innovators. Competing against top-performing schools from across Northern Gauteng, Maragon Mooikloof learners impressed judges with their creativity, analytical thinking, and practical application of scientific principles standing out as some of the event’s top achievers.

Outstanding Achievements for Maragon Mooikloof Students

The school’s students demonstrated exceptional ability across several categories, earning both silver and bronze medals for their innovative project s.

Silver Medal Winners:

• Gordon Smith & Kyle Williams
• Angelica du Toit & Chloe Alves

Bronze Medal Winners:
• Emily Li & Rumi Chadha
• Noah Holtshausen & Botshelo Maaga
• Jaemin Daniel Lee
• Oagile Mawasha & Ariana Ivanov

“These achievements reflect not only the hard work of our students but also our school’s commitment to fostering innovation and excellence in STEM education. Seeing our learners’ ideas come to life at a regional level reinforces the high standards of teaching and curiosity we cultivate at Maragon Mooikloof,” said Maragon Mooikloof Principal Pierre Labuschagne.

Cloe Alves and Angelica du Toit

Driving STEM Excellence Across the Region

This year’s Science Expo hosted at Maragon Mooikloof attracted more than 20 leading schools from Northern Gauteng, creating an environment for knowledge-sharing, discovery, and collaboration among students passionate about science and technology.

Participating Schools Included:
Maragon Mooikloof, Tyger Valley College, Cornwall Hill College, Eduplex Primary, High School Garsfontein, High School Eldoraigne, High School Waterkloof, Woodhill College, High School Menlopark, Laerskool Lynnwood, Laerskool Hennopspark, Maragon Olympus, Laerskool Tygerpoort, Hatfield Christian School, High School Overkruin, Loreto School Queenswood Primary, Laerskool Anton van Wouw, Laerskool Constantiapark, Laerskool Magalieskruin, Namstem, and Arte et Labore.

Emily Li and Rumi Chadha

Marcus Sithole and Hlulane Chauke

Jaemin Daniel Lee

About the Northern Gauteng Science Expo

The annual Expo encourages students to apply the scientific method to practical, real-world challenges. It aims to foster critical thinking, innovation, and communication skills while inspiring students to pursue higher education and careers in science, technology, engineering, and mathematics (STEM). Through initiatives like these, Maragon Mooikloof continues to embody ADvTECH’s commitment to nurturing young innovators and developing the next generation of scientific leaders.

Kyle Williams and Gordon Smith

Turning pages, sparking magic: why ages 10-12 is the make or break stage for cultivating a love of reading

Fri, 17 Oct 2025 10:40:52 GMT

Children between ages 10 and 12 are at a fascinating stage of life. They’re no longer little kids, but they’re not yet teenagers. They’re starting to ask bigger questions, push boundaries, and search for who they are becoming. Amid all these changes, reading plays a powerful role, and schools and parents should strongly encourage students to build their reading muscle during this time, an education expert says.

“In contrast to content on devices, books give children a safe space to explore new ideas, test out possibilities, and imagine life through someone else’s eyes. They also strengthen critical thinking, boost vocabulary, and build empathy - all skills that help pre-teens navigate school and friendships with more confidence,” says Nalani Singarum, Academic Advisor at ADvTECH Schools.

“Most importantly, reading at this age lays the foundation for a lifelong habit. A child who enjoys books at ages 10 to 12 is far more likely to carry that love into their teenage years, when the pull of social media and other distractions becomes stronger,” she says.

A 2024 study of children aged 10 to 12, by neuroscientists at Columbia University’s Teachers College, found that reading on paper promoted "deeper reading" with better comprehension and processing of complex texts. It was noted that this age group is pivotal for transitioning from "learning to read" to "reading to learn”, making physical books ideal for exploring ideas and imagining others' perspectives without digital distractions.

“Even where children at this age did not previously enjoy reading books, it is not too late to develop a regular and enjoyable reading habit,” says Singarum.

“Regular reading during this key developmental period will support stronger understanding across subjects, better information absorption, and clearer expression of ideas throughout the child’s life.”

CREATING A READING-RICH HOME

Pre-teens crave independence, yet they still look to their parents for cues. The best way to nurture reading at this age is to show that it’s valued at home - not as a school task, but as part of family life.

Practical ways to create a reading-rich environment include:

Bedtime shifts: Before bedtime, spend some time reading side by side. You each choose your own book, then share a favourite line or moment. It shows that reading is for everyone, not just a chore for children. (And no, reading on devices do not count).

Reading in everyday life: Invite your child to read maps while travelling, menus at restaurants, or DIY instructions at home. These moments prove that reading has value beyond the classroom.

Word of the day challenge: Let your child pick an unusual word from a book and challenge the family to use it naturally in conversation. Older children enjoy the playful competition and sense of mastery.

Treasure hunts with riddles: Write riddles or codes your child must solve to find the next clue. Link some clues to favourite books for an extra spark.

Peer power: Encourage your child to swap books with a friend or start a mini book club, to make reading become a social, not a solitary activity.

THE ROLE OF SCHOOLS

Beyond the curriculum, schools play a key role in creating an environment where reading is valued and enjoyable, which helps students build positive associations with books and learning.

“Schools offer social and collaborative opportunities that enhance reading motivation and enjoyment. By fostering a love of reading within a communal and supportive learning environment, schools complement and extend the encouragement children receive at home, making the development of reading habits more comprehensive and durable,” says Singarum.

She adds that it is valuable to have structured programmes, rather than just ad hoc reading opportunities.

“At ADvTECH, we have a reading programme called Booktacular, which is specifically designed to make reading meaningful and magical again. Through activities like Book Clubs that spark lively conversations, creative ‘Book review in a bag’ projects, Literature Circles where every child takes on a role, and Visual literacy tasks that bring pictures to life, children discover that stories are adventures to be explored, not assignments to be completed.”

Parents can extend this spirit into their homes with small, joyful habits like these. When reading feels playful and purposeful, children are far more likely to carry that joy into their teenage years and beyond, Singarum says.

“Between ages 10 and 12, children are shaping their identities. They’re learning who they are, who they want to be, and how they see the world. Books offer them mirrors to see themselves and windows to step into lives very different from their own.

“As parents and teachers, when we nurture a love of stories, we’re not only supporting school success, we’re giving our young people tools for life.”

Mixing business with humanities: empowering graduates requires curricula reform

Thu, 16 Oct 2025 05:58:30 GMT

The traditional dichotomy between commerce and the humanities has long been a fixture in academic and professional landscapes. However this historic status quo is no longer tenable, and universities must adapt to ensure curricula contain a suitable blend of disciplines to empower students for life after studies, an education expert says.

“Combining commerce and humanities creates a powerful synergy that enhances decision-making, innovation, and adaptability in business,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider.

“This interdisciplinary approach also produces well-rounded professionals who can address the complex challenges of our current world, and the ones they will face in future,” he says.

Kriel explains that while universities traditionally had commerce and humanities students stay in their lanes, there is a growing recognition of the synergies that exist at the intersection of these seemingly disparate disciplines.

“It is therefore becoming important to delve into the benefits and possibilities of bridging and intersecting the so-called traditional commerce and humanities disciplines, highlighting how this convergence can lead to innovative thinking, enhanced problem-solving, and a more holistic approach to navigating the challenges of the modern world,” he says.

The intersection between commerce and humanities represents the blending of analytical and creative thinking. Commerce brings a structured, business-oriented approach, while humanities bring a focus on critical thinking, cultural understanding, and ethical considerations.

“Together, these disciplines offer a unique perspective that goes beyond the quantitative aspects of business” says Kriel.

Better decision-making

The integration of humanities into commerce fosters a more comprehensive decision-making process. By considering ethical, social, and cultural implications, businesses can make informed choices that align with broader societal values. This not only contributes to corporate social responsibility but also enhances the reputation and sustainability of organisations.

Innovation through diversity

Bridging disciplines encourages a diverse range of perspectives and ideas. The humanities bring creativity, empathy, and an appreciation for diverse cultures, which can lead to innovative solutions to business challenges. A multidisciplinary approach fosters a culture of innovation that goes beyond conventional problem-solving methods.

Improved communication

Humanities disciplines, such as literature, philosophy, and communication, emphasise effective expression and understanding of human experiences. Integrating these skills into the business realm promotes clearer communication within organisations and with external stakeholders. The ability to articulate ideas, negotiate effectively, and understand different points of view becomes a valuable asset.

Ethical leadership

Humanities education often emphasises ethical reasoning and moral philosophy. Integrating these principles into commerce promotes ethical leadership, guiding decision-makers to consider the broader impact of their choices on society, the environment, and future generations.

Resilience

The business landscape is dynamic, and the ability to adapt is crucial for success. Humanities education encourages adaptability by fostering critical thinking, intellectual curiosity, and a willingness to engage with new ideas. This mindset is invaluable in navigating the uncertainties and disruptions that businesses frequently encounter.

“As the nature of work evolves, employers increasingly seek individuals with a diverse skill set that goes beyond technical proficiency. The intersection of commerce and humanities prepares individuals for the future of work by combining analytical and creative skills, making them well-rounded professionals capable of addressing complex challenges,” says Kriel.

“This combination represents a powerful synergy that can redefine how we approach business, education, and societal challenges. By breaking down the barriers between these disciplines, higher education institutions can ensure that they not only cultivate more versatile and innovative graduates, but also foster a society that values both economic success and human flourishing.”

Dealings in securities by a prescribed officer of the company

Mon, 13 Oct 2025 14:26:12 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH Prescribed Officer.

Johannesburg

13 October 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

Dealings in securities by a prescribed officer of the company

Fri, 10 Oct 2025 07:07:10 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

Johannesburg

10 October 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

Community Schools Group Excel at Annual Resolute Roboticon

Wed, 08 Oct 2025 09:08:02 GMT

The Annual Resolute Roboticon took place on Saturday, 13 September, at the Heartfelt Arena in Pretoria North, attracting over 3,000 entries from schools across South Africa. Only 360 students were selected to compete, making participation an achievement.

The Community Schools Group proudly fielded 12 teams across five competitive categories, representing the Pinnacle Colleges brand:

Pinnacle College Waterfall (3 teams)
Pinnacle College Rynfield (4 teams)
Pinnacle College Linden (1 team)
Pinnacle College Kyalami (1 team)
Tyger Valley College (3 teams)

Our students achieved outstanding results:

· Pinnacle College Linden – 1st place in the Advanced Category

· Tyger Valley College – 2nd place in both Advanced and Apprentice 3 categories

· Tyger Valley College – 3rd place in the Entrepreneurship Category

“These achievements underscore the growing impact of Robotics and Coding within the Pinnacle Colleges brand. By immersing students in real-world problem-solving, opportunities such as Roboticon empower learners to thrive in an exceptional and future-focused technology space,” said Altie van Schalkwyk, Academic Head of Brand – Community Schools Group.

Initiatives like Roboticon reflect how Pinnacle Colleges are promoting a culture of innovation, preparing students to lead confidently in a technology-driven world.

Little questions, big discoveries: why schools must embrace inquiry-based learning

Mon, 06 Oct 2025 08:20:55 GMT

Children are naturally curious. Whether it’s watching a bug crawl across the floor, splashing in a puddle, or asking “why” countless times in an hour, their world is filled with questions. This curiosity is more than just a phase. It is the foundation of learning and confidence, and should form the starting point for learning at home and at school.

Zaakirah Mahomed, Academic Advisor: Foundation Phase at ADvTECH, Africa’s largest private education provider, says Inquiry-Based Learning (IBL) is an approach that harnesses children’s innate sense of wonder.

“It transforms everyday questions into meaningful discoveries, sparking a lifelong love for learning. For this reason, it is important that when choosing your child’s first school, you ensure the school’s approach is based on harnessing inquiry-based learning, not just handing down of facts. The latter carries a risk that learning is viewed as work from a young age, which can negatively influence attitudes to learning throughout the child’s life.”

In a classroom rooted in inquiry, children are not simply passive recipients of facts. Instead, they are encouraged to wonder, explore, and investigate.

“Rather than memorising information, learners might explore why leaves change colour, how magnets work, or what creates a rainbow. Guided by their teachers, they investigate these ideas through hands-on activities, experiments, and creative projects. The learning feels like play, but the impact is powerful,” Mahomed says.

Research underscores the effectiveness of Inquiry-Based Learning in fostering deeper understanding and retention. A meta-analysis of 54 studies published in American Psychological Association’s Journal of Educational Psychology found that students engaged in IBL demonstrated significantly higher levels of conceptual understanding in science compared to those taught through traditional methods.

By actively exploring questions and constructing knowledge through guided investigations, children develop a stronger grasp of complex concepts, as they connect new information to their own experiences and curiosity. This approach not only enhances academic performance but also cultivates a mindset of inquiry that prepares students for lifelong learning, the analysis found.

The importance of IBL is further highlighted by its alignment with 21st-century skills.

According to a 2020 report by the World Economic Forum, critical thinking, problem-solving, and creativity are among the top skills needed in the modern workforce. IBL directly supports the development of these competencies by encouraging children to ask questions, analyse evidence, and collaborate on solutions.

“By engaging in inquiry-driven tasks, such as designing experiments or debating hypotheses, students build the intellectual flexibility and resilience needed to navigate an increasingly complex world,” Mahomed notes.

IMMEDIATE BENEFITS FOR YOUR CHILD

Inquiry-Based Learning isn’t just about preparing children for the future, however.

“IBL fosters engagement, curiosity, and confidence from the very start. Children are encouraged to experiment, make mistakes, and try again. Helping them to see that errors are simply stepping-stones to discovery,” says Mahomed.

“When learners test how water flows through a funnel or why a toy rolls differently on tile compared to carpet, they are building critical thinking skills. These problem-solving abilities help them not only with schoolwork, but also in everyday life.”

IBL also nurtures collaboration and communication. As children work in small groups or pairs, they learn to share ideas, listen to others, and work as a team.

“Even the quietest child can find their voice when their question leads to an exciting experiment or project,” she notes.

CHOOSING THE RIGHT SCHOOL

When selecting a school, parents should look for one that prioritises inquiry as part of its teaching and learning approach. Such schools encourage curiosity-driven lessons, creativity, and real-world problem-solving.

“Outstanding foundation phase schools place a strong emphasis on Inquiry-Based Learning and student agency. They proceed from the belief that children should have a voice and choice in their learning, because by taking ownership of their questions and discoveries, children build independence and confidence,” Mahomed says.

“Parents can be assured that this approach does more than prepare children academically. It equips them with the resilience, adaptability, and problem-solving skills they need to thrive in a fast-changing world.”

Crawford International Pretoria School Invasion with Anele and The Club and 94.7

Mon, 29 Sep 2025 08:49:37 GMT

Crawford International Pretoria was buzzing with excitement on Tuesday, 9 September, when one of South Africa’s premier radio breakfast shows, 947’s Anele and the Club, broadcast live from our sports field.

The day kicked off bright and early at 06:00 with games, quizzes, and prizes that had everyone involved. From Grade 0000 to Grade 12, our students embraced the challenge—taking part in games of chance, mental agility, and physical skill. The atmosphere was vibrant, colourful, and filled with energy, bringing the entire Crawford International Pretoria community together.

A special highlight of the morning was a surprise performance by renowned South African singer, songwriter, and record producer Jeremy Loops, joined on stage by Sibongiseni of the legendary Ladysmith Black Mambazo. Their live performance was nothing short of unforgettable.

And to top it all off—we won R50 000 for our school!

It was a day to remember, showcasing our unique spirit, talent, and stories to the whole of Gauteng. We truly showed what it means to be #ProudlyCrawfordian.

ADvTECH’s Emeris launch marks a new era for Higher Education in South Africa

Fri, 19 Sep 2025 07:31:25 GMT

JSE-listed ADvTECH has announced the launch of Emeris, a groundbreaking new private higher education brand that will bring the Varsity College, Vega School, and MSA brands together under a single name.

One aspect of the change is the building of a state-of-the-art R420m mega campus in Sandton, Johannesburg. This development will bring the existing Varsity College Sandton and Vega Bordeaux operations together on the same site. It will open its doors in 2026 with an initial capacity of 9,000 students. Facilities will include a double-storey library and information centre, a student experience hub with career and counselling services, a custom-designed indoor sports centre capable of hosting international events and innovation spaces including IT labs, podcast studios and interactive mock classrooms.

Emeris strongly positions ADvTECH to meet the expanding and evolving student and industry needs of South Africa. It reflects ADvTECH’s commitment to delivering a strong, differentiated brand portfolio with clear growth strategies.

“This strategic alignment amplifies ADvTECH’s commitment to delivering diverse, high-quality educational pathways, tailored to meet market demands. By consolidating these institutions under one brand, ADvTECH offers students an enhanced educational experience, fosters collaboration, and drives innovation,” says ADvTECH Group CEO Geoff Whyte.

ADvTECH Introduces Emeris – A New Era in Private Higher Education

Thu, 18 Sep 2025 13:31:49 GMT

Varsity College, Vega, and MSA unite under a bold new brand

The Independent Institute of Education (IIE) has announced the launch of Emeris, a groundbreaking new private higher education brand that will bring the Varsity College, Vega School, and MSA brands together under a single name. The new entity will officially launch in 2026.

The consolidation under the new name comes as South Africa prepares for legislative reforms that will, for the first time, allow private institutions that meet defined criteria to be recognised as universities.

“The simplification of our premium brand structures under the Emeris name marks a significant step on our journey to be recognised as a University. Alongside our ongoing investments in people, facilities, research and new qualifications, this move strengthens our position as the leading provider of private tertiary education in South Africa” commented ADvTECH Group CEO, Geoff Whyte.

One aspect of the change is the building of a state-of-the-art R420m mega campus in Sandton, Johannesburg. This development will bring the existing Varsity College Sandton and Vega Bordeaux operations together at the same site. It will open its doors in 2026 with an initial capacity of 9,000 students. Facilities will include a double-storey library and information centre, a student experience hub with career and counselling services, a custom-designed indoor sports centre capable of hosting international events and University Sports South Africa competitions, and innovation spaces including IT labs, podcast studios and interactive mock classrooms.

“Emeris represents a bold step forward for private higher education in South Africa,” says Louise Wiseman, Managing Director of Emeris. “With this unification, we will enhance our ability to deliver exceptional higher education by consolidating resources and expertise.”

Building on three decades of excellence

Emeris builds on more than 30 years of private higher education experience. Its academic staff credentials are the strongest in the sector, with 203 of 300 academics holding Master’s or Doctorate degrees and 87 currently pursuing doctorates. The institution has also accredited over 40 postgraduate programmes, including 13 Master’s and three Doctoral qualifications, and has plans to expand further, including new postgraduate education programmes in Digital Learning and Learning Support.

Undergraduate offerings have also grown, with the launch of three engineering qualifications, making The IIE’s Emeris the only private institution in South Africa with ECSA accreditation.

Emeris will continue to strengthen its partnerships with industry and civil society to ensure graduates are workplace-ready and socially engaged, embedding skills in sustainability, environmental stewardship and ethical leadership. Students will benefit from personalised support, smaller classes and teaching by academics with real-world expertise, which historically has been a hallmark of the institution’s educational approach.

On the choice of the name for the new institution, Wiseman says that it draws inspiration from the words ‘Ephemeris’ (the trajectory of celestial objects) and ‘Emeritus’ (merit and earned success), symbolising the individual path to achievement.

“When we open our doors in 2026, Emeris will mark the beginning of a new era for South African higher education,” she adds.

ADvTECH’s first University opening outside South Africa

Mon, 25 Aug 2025 11:35:14 GMT

The ADvTECH Group (ADvTECH), Africa’s leading private education provider, today officially opened Rosebank International University College (RIUC) in Accra, Ghana, marking the group’s first university opening outside South Africa.

Student registrations opened on 15 August, with the inaugural academic semester set to begin in January 2026. Strategically located in Accra’s prestigious Airport Residential Area, the RIUC campus offers accredited qualifications from diplomas to doctoral degrees in high-demand fields including Business Administration, Digital Marketing, IT, Service Management, and Hospitality.

“We are delighted to bring our highly successful Rosebank College brand to Ghana and expand our university footprint outside of South Africa for the first time,” said ADvTECH Group CEO Geoff Whyte.

SENS Announcement | 25 August 2025

Mon, 25 Aug 2025 06:03:52 GMT

Click on the image below to read full SENS Announcement

ADvTECH delivers strong revenue and operating profit growth. Double digit growth in both schools and tertiary divisions.

Mon, 25 Aug 2025 06:03:48 GMT

Commenting on the six months ended 30 ^th June 2025, ADvTECH CEO, Geoff Whyte said: “Healthy enrolment growth, moderate fee increases, improved debtors control and continued margin improvement contributed to ADvTECH delivering another strong set of results.”

“In the six months under review, we continued to build competitive advantage by investing in superior technology to enhance teaching and learning, further cementing our position as the leading provider of private education on the African continent.”

Group: Operational and Financial Performance

Revenue up 10% to R4 683 million (2024: R4 274 million)
Operating profit up 14% to R982 million (2024: R865 million)
Operating margin improved to 21.0% (2024: 20.2%)
Normalised earnings per share increased by 16% to 113.0 cents (2024: 97.7 cents)

Group revenue grew by 10% to R4 683 million for the six months ended 30 ^th June 2025 (2024: R4 274 million), driven by a 13% increase in the education division.

Group operating profit increased by 14% to R982 million (2024: R865 million), with the education division’s operating profit increasing by 15%, supported by strong enrolment growth. Group operating margin improved to 21.0% (2024: 20.2%).

Operating margin in the education divisions improved to 23.8% (2024: 23.5%) through the benefit of operating leverage and a continued focus on efficiencies. This more than offset the additional costs incurred to strengthen our brands through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and enhanced student information systems.

Normalised earnings for the period increased by 16% to R620 million (2024: R535 million) while normalised earnings per share increased by 16% to 113.0 cents (2024: 97.7 cents) per share.

A continued focus on collection processes has seen gross trade receivables increasing by only 3% compared to a revenue increase of 10%. Loss allowances decreased to R488 million (2024: R494 million) , due to improved collections and favourable aging of the debtors’ book.

Cash generated by operating activities increased by 18% to R2 303 million (2024: R1 959 million). Capital expenditure of R327 million was focused mainly on increasing capacity at existing sites to meet incremental demand.

Dividend Announcement

The board is pleased to declare an interim dividend of 45.0 cents (2024: 38.0 cents) per ordinary share in respect of the six months ended 30 ^th June 2025.

Divisions: Operational and Financial Performance

Schools South Africa

Robust enrolment growth driving strong financial performance

Revenue increased by 11% to R1 722 million (2024: R1 556 million) with all brands showing enrolment growth.

Operating profit increased by 12% to R354 million (2024: R316 million) with operating margin improving to 20.6% (2024: 20.3%), benefiting from scale leverage.

Strong enrolment growth at Pinnacle College Raslouw has necessitated the accelerated build out of the school. Pinnacle College Ridgeview opened in Roodeport in January and is performing in line with expectations.

Schools in the Rest of Africa

Growing our footprint

Our existing brands in the Rest of Africa continue to experience strong enrolment growth. This, together with the November 2024 acquisition of Flipper International School, resulted in revenue increasing by 31% to R281 million (2024: R214 million) and operating profit increasing by 34% to R83 million (2024: R62 million). Operating margin improved to 29.4% (2024: 28.7%).

Driven by continued strong demand, construction of the next phase of Crawford International School in Kenya will be completed by the end of August.

ADvTECH’s international brands now serve just under 12 000 students in three countries.

Our international schools operation will be further enhanced by the recently announced acquisition of the Regis Runda school in Nairobi, Kenya for approximately R172 million. The school has immediate capacity for 2 000 learners.

Tertiary/University Division

Accelerating demand for our well-established brands

Revenue increased by 13% to R1 911 million (2024: R1 693 million) and operating profit increased by 14% to R496 million (2024: R436 million). Operating margin increased to 25.9% (2024: 25.8%) benefitting from operating leverage and efficiency gains, partially offset by significant investments to strengthen our brand propositions.

Rosebank International University College (RIUC) in Accra, Ghana was inaugurated in August 2025. Student registrations have commenced in preparation for the new academic year, which begins in January 2026.

Strategically located in Accra’s prestigious Airport Residential Area, the RIUC campus will deliver a diverse portfolio of high-demand qualifications. These range from diplomas to bachelors, masters and doctoral degrees, catering to both local and regional market needs. To date, fifteen qualifications have been accredited across disciplines including Business Administration, Digital Marketing, Information Technology, Service Management and Hospitality.

The new RIUC campus builds on ADvTECH’s existing international presence, reinforcing its commitment to providing quality education across the African continent.

The relocation of our Rosebank College Cape Town mega campus has been completed, whilst expansion projects for the Braamfontein and Polokwane campuses are currently under way.

In 2024, we acquired a 47 000m² property off Grayston Drive in Sandton. This is being developed into a brand-new campus with initial capacity for 9 000 students. This development is in line with our intention to become a fully-fledged university. Varsity College Sandton and Vega Bordeaux will relocate to the site in time for the start of the 2026 academic year.

A draft Policy for the Recognition of South African Higher Education Institutional Types was released in August 2022 setting out the criteria to be recognised as a university. Following the submission of comments, a second draft was published in April 2024. We submitted our comments on the second draft in May 2024 and await the gazetting of the policy and criteria.

Recognition as a university will ultimately benefit our students who will rightfully be afforded the same status as their peers who obtain identically accredited qualifications through a Public University. In this regard, we continue to engage with the Department of Higher Education and Training (DHET) to bring this to fruition.

Resourcing Division

Resourcing South Africa returns to profitability

Driven by a focus on efficiencies and diligent cost management, the South African resourcing business has returned to profitability.

The unexpected closure of USAID has had a negative impact on our Rest of Africa business. Around 10% of our client base (NGOs and the charity organisations they service) was impacted in the period by the sudden withdrawal of their funding. Despite this setback, the business delivered a creditable performance and continues to secure new contracts.

Prospects

ADvTECH’s intent is to lead in every market segment in which we choose to operate and to become the employer of choice in the Resourcing and Education sectors.

“ADvTECH is uniquely positioned to enrich people’s lives through being the leader in teaching and learning across the African continent. Our sound balance sheet, strong cash generation, growing scale and expertise in Africa and our unrelenting focus on extending competitive advantage position us well to maintain our positive growth trajectory and invest with confidence in areas of opportunity,” concluded Whyte.

ADvTECH delivers strong revenue and operating profit growth

Mon, 25 Aug 2025 06:03:32 GMT

Coding for kids: rewiring early education for the digital age

Wed, 20 Aug 2025 12:59:21 GMT

Integrating coding into the early education years of South African students must be flagged as urgent rather than optional – a fact that was made abundantly clear at a recent global EdTech conference, education experts say.

“Coding is not just about training the next generation of programmers or preparing students for tech careers, it’s about equipping students with the tools to think critically, create boldly, and collaborate effectively in a world shaped by technology,” says Dr Mario Landman, Head of Education Technology and Innovation at ADvTECH , Africa’s leading private education provider.

Landman’s comments come in the wake of ADvTECH’s attendance at the BETT EdTech conference in London, a leading global education technology event which provides best practice insights into the evolving landscape of education and the strategic importance of technology integration.

Darren Purdon, Academic Project Manager at ADvTECH, says visits to leading UK schools during the conference demonstrated innovative approaches to technology integration, including coding programmes for young learners and the development of bespoke educational software.

“What is clear is that South Africa lags too far behind the rest of the world in integrating coding from an early age. While some leading SA private schools are on par or even ahead of their global peers, the vast majority of students in the public and even private education sector are not being exposed to the fundamentals that will set them up for success.”

Landman explains that while it is understandable that within the context of resource and other constraints, students may not have access to the necessary technology, it is also true that the principles of coding can be taught and developed notwithstanding.

WHY CODING IS ESSENTIAL

As AI continues to rise, becoming ever more capable of routine coding tasks, the question might arise - why bother?

“Integrating coding into curricula remains crucial because it fosters computational thinking, a universal skill set that transcends programming,” Landman says.

“Coding teaches children how to break down complex problems, think logically, and design solutions systematically - skills that are vital in an AI-driven world where understanding and shaping technology is key. Beyond technical proficiency, coding cultivates creativity and collaboration as kids experiment, iterate, and work together on projects. These abilities prepare them not just to use AI tools but to innovate, adapt, and critically engage with technology.”

This is essentially the answer to the question – will AI take my job in the future?

“Developing a coder’s mindset ensures that students thrive in a future where human ingenuity complements AI advancements,” Landman points out.

“By introducing coding basics from a young age, schools can harness children’s potential and build a foundation for lifelong learning.”

GET CODING – REGARDLESS OF RESOURCES

Landman says ADvTECH Schools have EdTech frameworks and supporting resources across all schools, with global best practice at their foundation, which ensures consistent, superior student outcomes, in particular with the recent integration of AI-driven and personalised learning tools.

However, even in resource-constrained environments, innovative approaches and partnerships can make coding education accessible, he says.

“As governments, educators, and communities prioritise digital literacy, the question is not whether coding should be part of education, but rather how quickly we can make it a reality for every child.”

Many schools, particularly in underserved areas, face challenges in implementing coding education due to limited access to computers, software, or trained educators. However, innovative approaches can bridge this gap:

Unplugged activities, such as using paper-based puzzles to teach algorithms or role-playing as “robots” to understand programming logic, require no technology and can be just as effective for introducing computational thinking. For instance, the CS Unplugged initiative has been adopted in over 50 countries, reaching schools with minimal resources.
Low-cost tools like Scratch , a free block-based coding platform, can run on older computers or even tablets, making it accessible for schools with limited budgets.
Partnerships with nonprofits such as code.org provide free curricula and training for teachers, reducing the need for specialised staff.
For schools with intermittent internet access, offline coding tools like CodeMonkey ’s downloadable lessons or Raspberry Pi kits offer affordable solutions.

“Teachers can also integrate coding into existing subjects, such as using data analysis in math or storytelling in language arts, to make it a natural part of the curriculum. Short, focused training sessions can empower teachers to guide students, even if they lack a computer science background,” Landman says.

He says introducing coding in the early years is not about funneling every child into a tech career, but about equipping everyone with the basic tools to thrive in a digital future.

“By learning to code, students become exposed to the language their future peers will speak, even if they don’t yet become fluent due to limited resources. By seamlessly integrating coding into early education, whether through high-tech platforms or resource-light unplugged activities, schools can empower every student passing through their doors.”

SENS Announcement | 12 August 2025

Tue, 12 Aug 2025 06:24:27 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

VOLUNTARY TRADING STATEMENT FOR THE SIX MONTHS ENDED 30 JUNE 2025

The board hereby advises on its expectations of the financial results for the six months ended 30 June 2025.

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

Basic NEPS, Basic headline earnings per share (“HEPS”) and Basic earnings per share (“EPS”) for the six months ended 30 June 2025 are expected to be between 13% and 18% higher than the comparative reporting period for the six months ended 30 June 2024 ("the comparative period") or between 110.3 and 115.3 cents per share as compared to NEPS and HEPS of 97.7 cents per share and EPS of 97.6 cents per share for the comparative period.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the six months ended 30 June 2025 on the JSE’s Stock Exchange News Service on or about Monday, 25 August 2025.

12 August 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

From Sandton to Nairobi: South Africa’s ADvTECH is Quietly Building a Pan African Education Empire

Mon, 11 Aug 2025 10:47:58 GMT

The school group shaping tomorrow’s classrooms across Africa

From leafy Johannesburg suburbs to Nairobi’s bustling education corridors, South Africa’s ADvTECH is slowly but surely planting its flag across the continent. This week, the private education powerhouse confirmed it had acquired Regis Runda Academy in Kenya for R172 million, in a bold move that solidifies its ambition to become Africa’s most prominent education group.

The new acquisition will operate under the Makini Schools brand and be renamed Makini Schools Runda . With space for up to 2,000 students, the Runda-based school is positioned in one of Nairobi’s most rapidly developing areas. It joins a growing network of six Makini schools in Kenya, all under the ADvTECH umbrella.

“We are delighted to increase our Makini Schools footprint in Kenya and to bring the brand’s compelling proposition to parents and students,” said ADvTECH CEO Geoff Whyte.

Why Kenya? Why now?

Kenya’s private education sector has seen a notable boom over the last decade. With a growing middle class, an appetite for globalised curricula, and increased competition among international and regional schools, Nairobi has become a hotspot for premium education investments.

Regis Runda’s acquisition gives ADvTECH strategic access to one of East Africa’s most promising education corridors. Runda, just northeast of Nairobi, is a magnet for upwardly mobile families, making it a prime location for the group’s next flagship school.

This isn’t ADvTECH’s first rodeo in Kenya. Its Crawford International brand is already present in the region, alongside its existing Makini campuses. The group is clearly betting big on Kenya, and based on the numbers, it’s a calculated bet.

Africa-wide ambitions take shape

This latest move follows ADvTECH’s R135 million acquisition of five Flipper International Schools in Addis Ababa, Ethiopia, back in November 2024. Add to that its three schools in Gaborone, Botswana, and its soon-to-launch Rosebank International University College in Accra, Ghana — and you start to see a clear pattern emerge.

While other South African education brands have focused inward, ADvTECH is going continental.

In fact, the new Ghanaian university, expected to open in September 2025, is part of a long-term plan to expand the group’s tertiary education footprint across key African cities. It’s a smart play — following the student journey from nursery to university under one trusted banner.

Social media sentiment and local buzz

Reactions to the acquisition have been largely positive, with Kenyan parents and education commentators noting the move as “a welcome boost to quality learning options in Nairobi’s northeast.” South African LinkedIn users, meanwhile, applauded ADvTECH’s forward-thinking strategy, with one comment reading:

“Love to see a South African brand going global the right way — focusing on quality education and building African futures.”

The big picture: South Africa’s export isn’t just wine or gold — it’s education

At a time when local universities are grappling with funding challenges and public schooling faces deep systemic issues, the growth of ADvTECH shows that private education remains one of South Africa’s most valuable exports .

Its move into other African countries signals something bigger: that local companies don’t need to look to Europe or the US for global growth. The next frontier is right here, on the continent — and the classroom is where the future is being built.

Source: Business Tech

ADvTECH acquires Regis Runda Academy in Nairobi

Thu, 07 Aug 2025 06:21:25 GMT

 ADvTECH acquires Regis Runda Academy in Nairobi

2 000 student capacity school will be integrated into the fast-growing Makini brand

The ADvTECH Group (ADvTECH), Africa’s leading private education provider, has expanded its Makini Schools offering in Nairobi, Kenya, by acquiring Regis Runda Academy (Regis) for KSh1,23 billion (approximately R172 million).

Situated in the fast-developing Ridgeways area, northeast of Nairobi, the school, with a current capacity of 2 000 students, will be rebranded as Makini School Runda. ADvTECH will take over operations on 20 August 2025.

ADvTECH has committed to investing in AI-powered digital learning tools and significant enhancements to sporting facilities at the Regis site to elevate the student experience and maximise academic outcomes.

“We are delighted to increase our Makini Schools footprint in Kenya and to bring the brand’s compelling proposition to parents and students in one of the fastest developing regions of Nairobi,” said ADvTECH Group CEO, Geoff Whyte.

In November 2024 ADvTECH acquired Flipper International School in Addis Ababa, Ethiopia. In June 2025 it officially launched Rosebank International University College in Accra, Ghana.

These developments reinforce the group’s commitment to providing superior private education across the African continent.

SENS Announcement | 7 August 2025

Thu, 07 Aug 2025 05:10:47 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

VOLUNTARY ANNOUNCEMENT – ADvTECH acquires established Kenyan based Regis Runda Academy and further expands its footprint in East Africa

ADvTECH, Africa’s leading private education provider, has expanded its Makini Schools offering in Nairobi, Kenya, by acquiring Regis Runda Academy for KSh1,23 billion (approximately R172 million).

Situated in the fast-developing Runda area, northeast of Nairobi, the school, with a current capacity of 2 000 students and a full K – 12 offering, will be rebranded as Makini Schools Runda.

ADvTECH has committed to investing in AI-powered digital learning tools and significant enhancements to sporting facilities at the Regis site to elevate student experience and maximise academic outcomes.

In November 2024 ADvTECH acquired Flipper International School in Addis Ababa, Ethiopia.

These developments reinforce the group’s commitment to providing superior private education across the African continent.

Commenting on the acquisition of Regis Runda Academy, ADvTECH CEO, Geoff Whyte said: “We are delighted to increase our Makini Schools footprint in Kenya and to bring the brand’s compelling proposition to parents and students in one of the fastest developing regions of Nairobi.”

7 August 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

IIE implements AI-enhanced learning management system in partnership with global edtech leader D2L

tthomas@advtech.co.za (Tamara Thomas) — Tue, 29 Jul 2025 10:24:16 GMT

The Independent Institute of Education (The IIE), South Africa’s leading private higher education provider, has set a new benchmark for technology-enabled learning in the country by designing a comprehensive education technology ecosystem with Brightspace, the flagship platform of global EdTech leader D2L, as its foundation. This initiative marks the beginning of a transformative, technology-driven learning experience for over 65,000 students across The IIE’s tertiary education brands and Evolve Online School, representing the largest implementation of the Brightspace platform in South Africa to date.

Brightspace is a cutting-edge learning management system (LMS) that moves beyond the limitations of traditional, static content delivery of traditional LMS platforms. It seamlessly integrates advanced digital tools, artificial intelligence, and interactive features to create engaging, data-informed educational experiences.

“This strategic investment underscores The IIE’s commitment to redefining higher education in South Africa through innovation, scalability, and student-centric design,” says Louise Wiseman, Managing Director of The IIE ’s Varsity College, Vega & IIE MSA.

Brightspace serves over 20 million students globally across schools, higher education institutions, enterprises, and membership organisations. Its adoption by The IIE marks a groundbreaking shift in South Africa’s higher education landscape, as it is among the first platforms of its kind to seamlessly integrate sophisticated content authoring tools, world-class accessibility features, a student-centric design, and advanced learning analytics.

“Unlike traditional learning management systems used in South Africa, Brightspace offers a seamless, intuitive user experience with unparalleled customisation and interactivity. Its implementation across The IIE’s portfolio of over 130 programmes, from Higher Certificate to Doctorate level, positions it as a pioneering solution tailored to meet the unique demands of South African students and educators,” says Wiseman.

Dr Mario Landman, Head of Education Technology and Innovation at The IIE, says the institution selected Brightspace after an extensive evaluation of the world’s leading LMS platforms. The selection process prioritised feature richness, user experience, scalability and alignment with the organisation’s commitment to delivering an enhanced and future-focused academic product.

“Brightspace emerged as the optimal choice as its advanced tools, customisation capabilities and collaborative features perfectly align with our vision of fostering an enriched learning experience for our students and faculty,” he says.

Brightspace stands out from other platforms in the South African market due to its innovative features and alignment with modern educational needs. One of its key strengths is its interactive, AI-enhanced content creation tools, which allow educators to develop dynamic course materials - such as videos and gamified elements - without the need for advanced technical expertise. This capability promotes greater student engagement and personalisation of learning by moving beyond the static content delivery model typical of traditional LMS platforms.

Additionally, the platform provides Advanced Learning Analytics that enable educators to monitor student progress, identify challenges, and optimise outcomes. This data-driven approach empowers institutions to make informed decisions to enhance teaching and learning. It also supports modern pedagogies, and is scalable and flexible.

“Brightspace is a game-changer for the higher education sector in South Africa, where diverse student populations require tailored educational solutions to ensure each student has the opportunity and ability to perform to the best of their ability, and to ensure consistently superior academic outcomes,” Wiseman says.

SENS Announcement | 7 July 2025

tthomas@advtech.co.za (Tamara Thomas) — Mon, 07 Jul 2025 14:01:01 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

DISPOSAL OF SECURITIES BY CLIENTS OF PUBLIC INVESTMENT CORPORATION SOC LIMITED (“PIC”) AND DIRECTORS RESPONSIBILITY STATEMENT – VOLUNTARY ANNOUNCEMENT

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that PIC’s clients have, in aggregate, disposed of an interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by PIC’s clients has decreased from 20.550% to 19.641% of the total issued ordinary shares of the Company.

In terms of section 122(3)(a) of the Act, the Company has also filed notice with the Takeover Regulation Panel.

The board of directors of ADvTECH accepts responsibility for the information contained in this announcement as it relates to the Company and confirms that, to the best of its knowledge and belief, such information relating to ADvTECH is true and that this announcement does not omit anything likely to affect the importance of such information.

Johannesburg

7 July 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH appoints John Sikiotis as Group Chief Operating Officer

tthomas@advtech.co.za (Tamara Thomas) — Tue, 01 Jul 2025 06:56:33 GMT

JSE-listed ADvTECH, Africa’s leading private education provider, is pleased to announce the appointment of John Sikiotis to the role of Group Chief Operating Officer (GCOO), effective 1 August 2025.

Sikiotis brings a wealth of experience in strategy, IT, business development and commercial leadership across a wide range of industries in multiple geographies including Africa, the Middle East and Asia. He is a qualified CA(SA) and holds the professional designation of Chartered Financial Analyst. He is also a member of SAICA.

The new role of GCOO has been established to support ADvTECH’s dynamic growth and expanding operations locally and internationally.

“John’s strategic expertise and global perspective make him a valuable addition to our leadership team,” commented ADvTECH Group CEO, Geoff Whyte.

SENS Announcement | 30 June 2025

tthomas@advtech.co.za (Tamara Thomas) — Mon, 30 Jun 2025 09:40:36 GMT

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 DIRECTORS, A DIRECTOR OF A MAJOR SUBSIDIARY, PRESCRIBED OFFICERS AND THE GROUP COMPANY SECRETARY

In terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the following transactions, in respect of which prior written approval pursuant to paragraph 3.66 of the JSE Listings Requirements have been obtained, is hereby disclosed.

SENS Announcement | 27 June 2025

tthomas@advtech.co.za (Tamara Thomas) — Fri, 27 Jun 2025 12:45:25 GMT

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 AN ASSOCIATE OF A DIRECTOR OF A MAJOR SUBSIDIARY OF THE COMPANY

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an associate of a Director of a major subsidiary (The Independent Institute of Education (Pty) Ltd) of the Company.

Johannesburg

27 June 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

AI in education: supporting teachers, not replacing them

tthomas@advtech.co.za (Tamara Thomas) — Fri, 27 Jun 2025 07:53:44 GMT

It is undeniable that AI in education, even though still in relative infancy, has a multiplier effect on student outcomes. An overview of the substantial impact of individualised learning on student performance over the past few years, combined with an insight into daily advances in real life, has the potential to raise concern about the role of human educators in classrooms.

Are teachers becoming obsolete? Not quite.

While it is true that AI’s role is growing by the day, it is in fact not replacing teachers, but rather changing the role of teachers, an education expert says.

“We have, over the past 3 years, seen a 20% improvement in student performance, with AI and individualised learning having become the order of the day,” says Desiree Hugo, Academic Head at ADvTECH Schools.

AI in education isn’t a case of students having access to ChatGPT – it is a vastly more considered strategy leveraging proprietary tools and platforms. ADvTECH’s ADvLEARN Intelligent Tutoring System is a prime example, utilising AI to craft individualised learning paths that allow students to advance at their own speed. This system empowers data-guided instruction while fostering independent learning across various subjects.

“Adaptive learning technologies leverage data-driven analysis to personalise educational content, pacing, and assessments based on each student's unique needs. These solutions, which include intelligent tutoring systems and learning management platforms, enable educators to tailor instruction efficiently without increasing their workload, when integrated effectively,” says Hugo.

“For students, this creates a customised, engaging, and encouraging experience, whether they’re building core skills or exploring complex topics. For educators, it delivers real-time insights to refine teaching approaches, ensuring all students achieve progress.”

AI systems are fast moving in the direction of students being able to learn completely independently, which then raises the question – what about the teachers? Will in-person schools still be a thing? Or will future learning consist of young people working alone, in front of their screens?

“Adopting best international practices in AI implementation is critical to staying at the forefront of educational excellence. However, the narrative around AI in education must be clear: AI is a powerful tool to support, not replace, teachers,” says Hugo.

“The human element in teaching, in particular empathy, creativity, and mentorship, remains irreplaceable, and AI’s role is to enhance these supportive opportunities, ensuring teachers remain central to the learning experience, while time-consuming repetitive tasks become the domain of AI.”

The integration of AI into education really is a best-case scenario, allowing overworked teachers to get back to their unique strengths, Hugo says.

WHY TEACHERS WILL REMAIN AN IMPORTANT PART OF THE EDUCATIONAL LANDSCAPE

While AI excels at processing data and delivering personalised content, it lacks the human qualities that ensures an exceptional, holistic education. In the age of AI, the role of teachers will remain important in the following areas:

Emotional connection and empathy - Learning is deeply human, driven by relationships. Teachers understand students’ emotional needs, motivate them through challenges, and celebrate their successes. No algorithm can replicate the encouragement of a teacher who notices a student’s potential or the trust built through years of mentorship.
Fostering creativity and critical thinking - AI can provide information, but teachers guide students to question, innovate, and think critically. In a world increasingly shaped by AI, skills like ethical reasoning, collaboration, and creative problem-solving, nurtured by teachers, are essential. Curricula, like the IEB, IB and Cambridge systems, emphasize these skills, and ADvTECH’s commitment to global standards positions its teachers as key drivers of this development.
Cultural and contextual nuance - South Africa’s diverse educational landscape requires teachers who understand local contexts, languages, and cultural dynamics. Teachers bridge the gap between AI and real-life context, ensuring learning is relevant and inclusive.

“The fear that AI will replace teachers stems from a misunderstanding of its purpose, combined with the stunning realisation of its ability to improve student outcomes. But AI is not a substitute for human connection. Rather, it is a catalyst for unlocking teacher potential. It empowers teachers to do what they do best: inspire, guide, and transform lives.

“Imagine a classroom where AI handles repetitive tasks, provides real-time student insights, and suggests tailored resources, while the teacher focuses on sparking debates, nurturing talents, and building confidence. This is the future that educational institutions must champion - a future where technology supports human excellence, not replaces it.”

SENS Announcement | 25 June 2025

tthomas@advtech.co.za (Tamara Thomas) — Wed, 25 Jun 2025 10:47:48 GMT

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 AND THE COMPANY SECRETARY OF THE COMPANY

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer and the Company Secretary of the Company.

Johannesburg

25 June 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 23 June 2025

tthomas@advtech.co.za (Tamara Thomas) — Mon, 23 Jun 2025 13:07:25 GMT

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 AND ASSOCIATE OF A PRESCRIBED OFFICER OF THE COMPANY

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by ADvTECH Prescribed Officers and an associate of a Prescribed Officer.

Johannesburg

23 June 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 20 June 2025

tthomas@advtech.co.za (Tamara Thomas) — Fri, 20 Jun 2025 06:01:53 GMT

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 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.

The date of vesting is 17 June 2025. The necessary clearance to deal has been obtained for all the transactions set out above as required in terms of the JSE Limited Listings Requirements.

20 June 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

New mega law clinic to improve access to justice, raise bar for legal education in SA

tthomas@advtech.co.za (Tamara Thomas) — Thu, 19 Jun 2025 06:10:35 GMT

Community law clinics play a vital role in ensuring access to justice in South Africa, annually serving thousands of people who are unable to afford legal services and representation. In response to the overwhelming demand for these lifeline services, SA’s leading private higher education provider has been steadfastly expanding its footprint of law clinics across the country, culminating in the recent launch of a mega-clinic in Randburg.

The IIE Varsity College’s Randburg Community Law Clinic is a game-changer for the community, says Soretha Venter, senior attorney and Director of the clinics in the region.

“It’s our most ambitious effort yet to bridge the gap in access to justice, ensuring marginalised individuals can exercise their legal rights while equipping our students with real-world skills,” Venter says.

“Law clinics like ours promote fairness, equality, the rule of law, and transform lives by providing essential legal services while empowering our students to become empathetic, skilled legal professionals dedicated to social justice.”

Venter says community law clinics play a pivotal role in addressing the systemic barriers to justice faced by underserved populations, particularly in South Africa, where economic disparities often limit access to legal services for many vulnerable citizens.

“These clinics provide free legal advice, mediation services, and representation in matters such as family disputes, housing issues, employment conflicts, and consumer rights, empowering individuals who cannot afford private attorneys. By bridging this gap, law clinics ensure fair and equitable treatment for all, uphold human rights, and promote social cohesion by providing avenues for resolving disputes and addressing grievances.”

Beyond resolving individual cases, they foster social justice through community outreach, offering workshops and campaigns on critical issues like domestic violence and discrimination, which educate the public and enhance awareness of legal protections.

“The benefits to communities extend beyond immediate legal solutions, creating a ripple effect of empowerment and social change. Law clinics not only resolve disputes but also build trust in the legal system by providing accessible, compassionate support. They advocate for systemic improvements, collaborating with nonprofits and government agencies to address broader societal challenges,” Venter says.

For instance, initiatives like family law mediation and post-litigation support for clients, as planned by the IIE Varsity College Randburg mega-clinic, offer sustainable solutions for low-income families. By equipping communities with knowledge and resources, these clinics strengthen social cohesion and promote a culture of justice, ensuring lasting impact for individuals and society as a whole.

In addition to providing communities with free legal representation and support, law clinics ensure that SA’s future legal practitioners receive a real-world, holistic education.

This year, more than 120 final-year students from three campuses will gain hands-on experience at the Randburg clinic, under the supervision of experienced attorneys. Groups of around eight students at a time work Monday through Thursday, immersing themselves in consultations, legal drafting, research, and court visits.

“Students are exposed to every facet of a real law firm. This practical training not only hones their skills in client interaction and case management but also instils a deep sense of social responsibility,” says Venter, adding that the clinic prepares students for South Africa’s unique legal landscape while fostering a commitment to pro bono work.

The Randburg mega clinic boasts 3 attorneys’ offices, 4 candidate legal practitioner spaces, a boardroom with state of the art digital and online facilities and 4 consultation rooms. It currently has 2 full time attorneys, 2 candidate legal practitioners and a legal intern, and the team will be growing in months to come. Since its launch, it has received 105 applications, of which 43 are still active matters that are attended to on a daily basis. It is expected that these numbers will have doubled by the end of 2025.

The Randburg mega-clinic builds on the success of IIE Varsity College’s earlier clinics established in Durban North (2022), Pretoria (April 2024), and Cape Town (July 2024). Another clinic is set to open in Nelson Mandela Bay in August 2025.

Education Investment Podcast: Leading a Schools and Higher Education Group with Geoff Whyte

tthomas@advtech.co.za (Tamara Thomas) — Tue, 10 Jun 2025 07:27:15 GMT

Monde Nkosi presents his latest episode of the Education Investment Podcast in video on YouTube and audio on Spotify, Apple and all major podcast platforms https://linktr.ee/educationinvestment?utm_source=linktree_admin_share

In this episode, Leading a Schools and Higher Education Group with Geoff Whyte (CEO of ADvTECH Group), we explore leadership in a combined schools and higher education group serving more than 100,000 students across multiple countries including South Africa, Kenya, Botswana and Ethiopia. Geoff presents his investment and social impact case for ADvTECH and independent education. Geoff also shares some personal stories about his journey from growing up in Scotland; to living and working in multiple countries including England, Russia and the Netherlands; and moving to South Africa in the late 1990s.

ADvTECH launches Rosebank International University College in Ghana RIUC is ADvTECH’s first tertiary institution outside South Africa

tthomas@advtech.co.za (Tamara Thomas) — Mon, 02 Jun 2025 14:04:02 GMT

02 June 2025: ADvTECH Group, Africa’s leading private education provider, is pleased to announce the launch of Rosebank International University College (RIUC) in Accra, Ghana.

Registrations will open on 15 June 2025, ahead of the first academic semester which begins on 1 September 2025. This will be followed by a second enrolment cycle in February 2026.

Situated in Accra’s prestigious Airport Residential Area, the RIUC campus will offer a wide range of high-demand qualifications, from doctoral programmes to diplomas. Fifteen qualifications have been accredited to date in fields including Business Administration, Digital Marketing, Information Technology, Service Management and Hospitality.

The new RIUC campus builds on ADvTECH’s existing international presence in Kenya, Botswana, and Ethiopia, reinforcing its commitment to providing quality education across the African continent.

“We are delighted to launch our highly successful Rosebank International brand in Ghana, expanding our tertiary education footprint outside South Africa for the first time. We look forward to delivering the superior academic outcomes and excellent student experiences we are known for in South Africa in Accra,” says ADvTECH Group CEO, Geoff Whyte.

Students will benefit from a wide array of extracurricular activities and access to foundational academic, financial, digital literacy and psycho-social support programmes. The campus will also employ facial recognition access for enhanced security.

SENS Announcement | 28 May 2025

tthomas@advtech.co.za (Tamara Thomas) — Wed, 28 May 2025 13:37:07 GMT

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 3.95 of the JSE Listings Requirements, shareholders are hereby advised that at the Annual General Meeting (“AGM”) of shareholders of the Company held today, Wednesday 28 May 2025 all the proposed ordinary and special resolutions, as set out in the Notice of Annual General Meeting, 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 meeting was attended by shareholders representing 392 328 450 ADvTECH shares which amounted to 70.76% of the total ordinary issued share capital of ADvTECH, voting in person or by proxy.

The resolutions proposed at the AGM, together with the percentage of shares abstained (as a percentage of total issued share capital of the Company), as well as the percentage of votes carried for and against each resolution (as a percentage of shares voted), are as follows:

1. Ordinary resolution number 1: Adoption of annual financial statements

2. Ordinary resolution number 2: Confirmation of appointment of JW Boonzaaier

3. Ordinary resolution number 3: Confirmation of appointment DL Smith

4. Ordinary resolution number 4: Confirmation of appointment H Christopher

5. Ordinary resolution number 5: Confirmation of appointment JA Boggenpoel

6. Ordinary resolution number 6: Re-election of KDM Warburton

7. Ordinary resolution number 7: Re-election of JS Chimhanzi

8. Ordinary resolution number 8: Re-election of SW van Graan

9. Ordinary resolution number 9: Re-election of A Watson

10. Ordinary resolution number 10: Re-election of KDM Warburton as member and chairperson of the Audit and risk committee

11. Ordinary resolution number 11: Re-election of JS Chimhanzi as member of the Audit and risk committee

12. Ordinary resolution number 12: Election of H Christophers as a member of the Audit and risk committee

13. Ordinary resolution number 13: Election of JA Boggenpoel as member of Audit and risk committee

14. Ordinary resolution number 14: Election of JS Chimhanzi as a member and chairperson of the TSEC committee

15. Ordinary resolution number 15: Election of A Watson as a member of the TSEC committee

16. Ordinary resolution number 16: Election of SW van Graan as a member of the TSEC committee

17. Ordinary resolution number 17: Election of GD Whyte as a member of the TSEC committee

18. Ordinary resolution number 18: Appointment of external auditors

19. Ordinary resolution number 19: Signature of documents

20. Non-binding advisory vote number 1 – Remuneration policy

21. Non-binding advisory vote number 2 – Implementation report

22. Special resolution number 1: Approval of non-executive directors’ fees

23. Special resolution number 2: Authority to give loans or financial assistance to foreign subsidiaries and related or inter-related companies to the

extent required by the Companies Act

24. Special resolution number 3: General authority to acquire the company’s own shares

In a business update to shareholders at the AGM the Group CEO, Geoff Whyte, indicated that enrolments for Schools and Tertiary were up by 11% and 14% respectively, compared to prior year, and as reported in our year end results.

The integration of the acquired Flipper International Schools in Ethiopia is progressing well. This sets the Group up for another solid performance in the current financial year.

There have been no material changes since the publishing of our enrolment numbers and the business continues to trade in line with expectations.

28 May 2025

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

Water Quality Monitoring Initiative: ADvTECH and IIE MSA Harness Student Power To Boost Sa’s Water Quality

tthomas@advtech.co.za (Tamara Thomas) — Wed, 28 May 2025 06:25:50 GMT

ADvTECH, in collaboration with the IIE MSA Centre for Water and the Environment (CWE), has launched the Water Quality Monitoring Initiative, a national, student-led citizen science project aimed at protecting South Africa’s freshwater ecosystems.

As a cornerstone of ADvTECH’s ESG Legacy Campaign, this innovative initiative arms university students with professional water testing tools to track and improve local water quality. A number of water courses will be tested for select chemical contamination and the presence of excessive bacterial and viral agents, while also testing for the presence of micro-organisms to discern the health of the ecosystem.

Following a student awareness drive in April and May 2025, the campaign culminated in a successful Water Monitoring Day on May 20, which also saw the launch of a 3-months long competition. Running from July to September, student teams will now be vying for a R10 000 award based on their data and analysis.

Linda Downsborough, Head of Environmental Science at IIE MSA, says the campaign is a concrete example of how student and citizen science can help address SA’s environmental challenges.

“By equipping students with cutting-edge tools and skills, we’re not just testing water, we’re empowering a generation to champion South Africa’s water quality.”

Downsborough says higher education institutions - both public and private - play a critical role in advancing environmental and water sustainability, serving as hubs where knowledge is generated, shared, and applied to tackle pressing global challenges.

“We are tasked with shaping the next generation of leaders and citizens, equipping them with the tools to drive meaningful change. In addition to adopting eco-friendly policies and practices to minimise our environmental impact and uphold social responsibility, higher education institutions can play a significant role by embedding sustainability into academic programmes, teaching methods, and assessments to foster skills, values, and mindsets that address complex sustainability issues.

“Our students do not have to wait until after graduation to make a difference in our communities and our country. This initiative demonstrates how students can already start making a meaningful contribution during their academic journey, by turning theoretical vision into real-world impact,” she says.

The 2025 pilot project, steered by IIE MSA, paves the way for a nationwide expansion in 2026.

South African teacher honoured with prestigious global STEM innovation award

tthomas@advtech.co.za (Tamara Thomas) — Thu, 22 May 2025 08:49:35 GMT

Trailblazing South African educator Nadine Smith has been awarded the prestigious 2025 EDGE in Tech Athena Award for Early Career Leadership, recognising her groundbreaking work in transforming STEM education and making it more inclusive and accessible.

Nadine Smith, a Coding and Robotics educator at ADvTECH, South Africa’s leading private education provider, was honoured by the Center for Information Technology Research in the Interest of Society and the Banatao Institute (CITRIS) at the University of California. The international award was presented during a special ceremony at UC Berkeley, where Smith stood out as the only recipient from Africa, and her recognition marks a proud moment for the country.

She was one of just four global recipients of the award, which celebrates individuals leading the charge in creating more diverse, equitable, and impactful technology ecosystems.

This year’s EDGE in Tech Athena Award recipients include:

Executive Leadership: Susan Lyne, Co-Founder and Managing Partner, BBG Ventures
Academic Leadership: Isabel Montañez, Distinguished Professor and Chancellor’s Leadership Professor of Earth and Planetary Sciences, University of California, Davis; Director, UC Davis Institute of the Environment
Early Career Leadership: Nadine Smith, Coding and Robotics Educator, ADvTECH, South Africa
Graduate Student Leadership: Zhe Fu, Doctoral Student in Transportation Engineering, UC Berkeley
“It is incredibly important to recognise the people doing the difficult work of expanding access to essential tech fields,” said Jill Finlayson, Managing Director of the CITRIS Innovation Hub, which oversees the awards.

“Those who champion on-ramps into STEM, fair workplaces and welcoming cultures are critical to the development of innovative technologies and help ensure that new solutions will work well for everyone.”

Desiree Hugo, Academic Head at ADvTECH Schools, says the group was very proud of Smith.

“We extend our heartfelt congratulations to Nadine Smith for her well-deserved 2025 EDGE in Tech Athena Award. Her passion for empowering students through coding and robotics education is transforming lives and inspiring a new generation of innovators. We are incredibly proud of Nadine’s global recognition and her unwavering commitment to making STEM accessible and inclusive for all,” Hugo said.

Reflecting on the award, Nadine Smith said: “I believe every child deserves to see themselves in STEAM. Through coding and robotics, I strive to ignite confidence, curiosity, and creativity in learners, especially those who don’t yet realise they belong in tech. This award is not just a personal milestone, but a reminder of the importance of creating inclusive learning spaces where all young minds can dream, build, and lead.”

Smith, who also leads EdTech initiatives and trains fellow teachers in integrating emerging technologies, has been widely recognised for her leadership, innovation, and commitment to education transformation in South Africa and beyond.

Breaking barriers: how adaptive learning can accelerate education in SA

tthomas@advtech.co.za (Tamara Thomas) — Thu, 22 May 2025 08:44:45 GMT

As technological development transforms global education, the education sector in South Africa faces a critical challenge: how to deliver personalised, inclusive, and differentiated learning experiences that meet the diverse needs of every student.

“As classrooms grow more diverse, both in learning styles and abilities, schools must adopt innovative approaches to ensure no student is left behind. Adaptive learning technologies offer a powerful solution, enabling educators to tailor instruction while fostering an inclusive environment,” says Andrea Kruger, EdTech specialist at ADvTECH Schools. Kruger recently delivered a keynote address at the 15th Cutting Edge Technologies in Education Practice Conference in Greece, on Empowering Inclusive Education.

Adaptive learning technologies use data-driven insights to customise educational content, pacing, and assessments to suit individual student needs. These tools, ranging from intelligent tutoring systems to learning management platforms, allow educators to differentiate instruction without overwhelming their workloads.

ADvTECH’s own adaptive Intelligent Tutoring System, ADvLEARN, exemplifies this approach by using AI to personalise learning pathways, ensuring each student progresses at their own pace. This system supports data-informed teaching while promoting learner autonomy across subjects.

For students, this means a learning experience that feels tailored, engaging, and supportive, whether they’re mastering foundational skills or tackling advanced concepts. For teachers, it provides real-time feedback to adjust strategies, ensuring every student progresses.

ACCESSIBILITY OF ADAPTIVE LEARNING TECHNOLOGIES IN SOUTH AFRICA

ADvTECH leverages cutting-edge tools like Microsoft Learning Accelerators to enable adaptive learning and differentiation across its schools, says Kruger. But while these may not be accessible to all South African schools, cost-effective and free alternatives can enhance student outcomes and drive tech-enabled learning nationwide.

“Resource-restricted schools can absolutely integrate adaptive learning technologies by starting small, leveraging free or low-cost tools, and prioritising teacher training and inclusivity. While they may not match the scale of a global best practice ecosystem, the core principles—pedagogy-driven tech, inclusivity, and adaptability—apply universally,” says Kruger.

Additionally, by tapping into partnerships, open resources, and community support, these schools can deliver personalised learning that transforms student outcomes, proving that innovation is possible even with limited means.

HOW TO INTEGRATE ADAPTIVE LEARNING TECH INTO THE CURRICULUM

“The success of adaptive learning hinges on intentional implementation,” says Kruger.

“Technology must not dictate educational strategy but rather enhance it. Schools should prioritise tools that align with their pedagogical goals, fostering critical thinking, collaboration, and creativity. Moreover, inclusivity must remain at the heart of these efforts, ensuring that technology bridges gaps for students with diverse needs, including those with learning difficulties or language barriers.”

Kruger says a successful implementation of adaptive learning technology needs to consider the following:

Put pedagogy first : Choose technologies that support your teaching goals, fostering skills like critical thinking and creativity. Avoid tools that prioritise rote learning or dictate classroom strategies. For example, platforms with real-time analytics can help teachers tailor lessons dynamically while maintaining educational quality.
Champion inclusivity : Select adaptive tools that cater to diverse learners, including students with disabilities, language barriers, or varying academic needs. Technologies should bridge gaps, ensuring every student—from those needing extra support to those ready for advanced challenges—feels included and empowered.
Empower educators : Invest in teacher training to build confidence in using adaptive technologies. Tools like data dashboards can streamline administrative tasks, freeing teachers to focus on instruction. Free or low-cost training resources, such as UNESCO’s ICT Competency Framework, can support this in resource-constrained settings.
Adopt cost-effective solutions : Resource-restricted schools can leverage free or low-cost platforms like Khan Academy, Moodle, or Kolibri, which offer personalised learning and offline capabilities. Mobile-first apps, such as Quizlet, can also deliver adaptive content using widely available smartphones, maximizing access in underserved areas.
Stay adaptive and innovative : Regularly evaluate and update your tech practices to align with global trends and local needs. Encourage a culture of agility by piloting small-scale projects, assessing outcomes, and scaling successful initiatives. This ensures long-term relevance in a fast-evolving EdTech landscape.
Engage communities : Involve parents, students, and local stakeholders to build trust in adaptive learning. Transparent communication about its benefits—such as improved engagement and equity—can foster buy-in.

Mapping your matric path: guide to navigating subject selection in grade 9

tthomas@advtech.co.za (Tamara Thomas) — Wed, 14 May 2025 05:42:06 GMT

Grade 9 students are currently nearing a critical milestone in their educational journey: selecting the subjects they’ll study from Grade 10 through to their final Matric exams. This choice is a foundational step in shaping their academic journey and future career opportunities, an education expert says.

“Even if you’re unsure about what you want to pursue after school, thoughtful planning can help you make informed decisions that keep your options open,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education , SA’s largest and most accredited private higher education provider.

Ntshinga says while making decisions about subject selection can be daunting, it is an important process that will impact both performance and options down the line, and as such, careful consideration must be given to ensure that students choose as well as possible based on their unique strengths and interests.

“The subjects you select for Grade 10 to 12 will influence your performance in the National Senior Certificate (NSC) exams. These choices will also affect your eligibility for further studies and certain career paths. The transition from Grade 9 to Grade 10 is significant because your subject combination lays the groundwork for your future academic and professional opportunities. By choosing wisely, you can position yourself for success in Matric while maintaining flexibility for your post-school plans,” Ntshinga says.

KEY FACTORS TO CONSIDER WHEN CHOOSING SUBJECTS

Align with your interests and strengths
Select subjects you enjoy and where you perform well. Choosing subjects that spark your curiosity will keep you motivated, even when the work gets tough. Reflect on your academic strengths—do you excel in logical subjects like Mathematics or creative ones like Dramatic Arts? For instance, if you’re skilled at problem-solving, subjects like Accounting or Information Technology might be a good fit.
Keep your options open
If you’re uncertain about your future career, prioritise subjects that provide versatility. Broadly applicable subjects like Mathematics, Physical Sciences, or Geography equip you with skills like critical thinking and numeracy, which are valued across many university programmes and industries. Avoid choosing subjects solely because they seem easier, as this could limit your opportunities later. For example, many science and engineering degrees require Mathematics and Physical Sciences, not Mathematical Literacy.
Explore career and study requirements
Even without a clear career goal, research the subject requirements for fields you might consider. For instance, medicine demands Mathematics, Physical Sciences, and Life Sciences, while careers in law benefit from subjects like History or English for their focus on analysis and communication. Check university admission criteria for programmes that interest you. Consulting with a career advisor or attending university open days can also clarify which subjects align with in-demand fields.
Consider emerging trends
The job market is evolving at an unprecedented pace, with growing opportunities in technology, healthcare, and sustainability. Subjects like Mathematics, Physical Sciences, or Information Technology can prepare you for these high-demand areas. Thinking about future industries can guide you toward subjects that position you for long-term success.It is particularly important to consider career paths outside of the historically popular 3-4 year staple degrees. These days there is a vast array of options geared towards high-in-demand specialities that are industry-aligned. Investigate your higher education options more widely, as you may find the perfect fit for you, that didn’t even exist a few years ago.
Aim for balance
Choose a subject combination that challenges you while allowing you to achieve strong results. Including one or two subjects where you can excel can boost your overall Matric performance, which is critical for university admissions. For example, pairing a rigorous subject like Physical Sciences with a more manageable one like Life Sciences creates a balanced load in terms of leaving doors open while also allowing for a great Matric finals performance.
Decide between Mathematics and Mathematical Literacy
Choosing between Mathematics and Mathematical Literacy is a pivotal decision. Mathematics is required for fields like engineering, science, or commerce, while Mathematical Literacy suits humanities or vocational paths. If you’re unsure, Mathematics is the safer choice, as it qualifies you for a wider range of university programmes. If Mathematics feels challenging, discuss with your teacher whether extra effort or support could help you succeed over the next three years.

“When making subject choices in Grade 9, it is helpful to start from where you want to be in 4 years’ time, and then reverse engineer how you might get there,” Ntshinga says.

“Consult teachers, career counsellors, or student advisors at universities both public and private for tailored guidance. Teachers can assess your academic strengths, while counsellors and student advisors can explain how subjects connect to career paths.

“Also consider going to university Open Days. Although you don’t yet have to decide what to study, you are almost certain to gain highly valuable insights into your options after school, as well as gaining helpful advice and insights from professionals on campus.”

SENS Announcement | 12 May 2025

tthomas@advtech.co.za (Tamara Thomas) — Mon, 12 May 2025 11:09:56 GMT

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 FORMER DIRECTOR (RETIRED 30 APRIL 2025) OF THE COMPANY

The following information is disclosed in respect of dealings in ADvTECH securities by a former ADvTECH director.

Johannesburg

12 May 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 9 May 2025

tthomas@advtech.co.za (Tamara Thomas) — Fri, 09 May 2025 11:49:06 GMT

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 FORMER DIRECTOR (RETIRED 30 APRIL 2025) OF THE COMPANY

The following information is disclosed in respect of dealings in ADvTECH securities by a former ADvTECH director.

Johannesburg

09 May 2025

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 6 May 2025

tthomas@advtech.co.za (Tamara Thomas) — Wed, 07 May 2025 07:28:40 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(‘ADvTECH’)

VOLUNTARY ANNOUNCEMENT: VESTING OF SECURITIES OF FORMER DIRECTOR WHO

RETIRED ON 30 APRIL 2025

The following transaction, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), is hereby disclosed regarding performance and retention shares that have vested due to the retirement of a former director (accelerated pro-rated vesting in terms of the MSI rules):

The date of accelerated vesting is 30 April 2025. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

6 May 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 6 May 2025

tthomas@advtech.co.za (Tamara Thomas) — Wed, 07 May 2025 06:54:17 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

DEALINGS IN SECURITIES BY A DIRECTOR

In compliance with paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements, the following transactions relating to dealings by a director is hereby disclosed, in terms of the provisions of the ADvTECH Management Share Incentive Scheme ( MSI ), regarding performance and retention shares.

The director was awarded 730 459 shares in terms of his employment contract and the requirements to which such awards were subjected to have been satisfied as of 1 May 2025.

The director has committed the aforesaid shares to be held in escrow for a further period of 12-months towards meeting his minimum shareholding requirements in terms of the Minimum Shareholding Requirements Policy of the group. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

6 May 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

The IIE breaks ground on new Sandton campus

tthomas@advtech.co.za (Tamara Thomas) — Thu, 24 Apr 2025 06:16:52 GMT

With a focus on student-centred learning and industry engagement, the new campus will provide cutting-edge resources and a dedicated space for The IIE's Varsity College and IIE-Vega School’s unique curriculum, including an indoor sports centre for enhanced student life.

A momentous occasion unfolded at 114 Grayston Drive as The Independent Institute of Education (The IIE) officially broke ground on its upcoming state-of-the-art campus, set to house both The IIE’s Varsity College Sandton and IIE-Vega School Johannesburg.

This significant development signals a bold step toward expanding access to top-tier private higher education in South Africa’s economic hub.

Strategically positioned in the heart of the Sandton CBD, the new campus will be designed to provide an exceptional student experience to 9 000 students, while maintaining the highest standards of academic excellence and learning by design.

Within close proximity to public transport, including the Sandton Gautrain station, students will have easy access to a vibrant, dynamic learning environment.

The IIE’s Varsity College, IIE-Vega, and IIE-MSA managing director Louise Wiseman said: “The new campus, with the ongoing initiatives to further advance the range of academics and student experiences, forms part of the institution’s drive for university status, when the Department of Higher Education and Training (DHET) releases the criteria, expected in 2025.

“Up to this point, legislation has precluded private institutions from being called universities, despite the fact that all public and private institutional qualifications are deemed equivalent by the Council on Higher Education (CHE).”

As South Africa’s largest private higher education institution, and a wholly owned subsidiary of investment holding company ADvTECH Limited, the new campus for The IIE’s Varsity College Sandton and IIE-Vega School Johannesburg will provide cutting-edge educational resources and world-class facilities.

“It is increasingly evident that The IIE has become the institution of choice for quality higher education, and we are thrilled to be able to ensure that thousands more students will be able to benefit from the opportunities that will arise from the development of our new mega-campus,” Wiseman added.

A standout feature of the new combined campus is the inclusion of IIE-Vega School, which will be housed in a dedicated standalone facility specifically designed to support its unique, industry-focused curriculum.

This custom-built space will cultivate a vibrant learning environment that reflects the creative and strategic essence of IIE-Vega School. One of its most anticipated features is a state-of-the-art indoor sports centre, which will facilitate a well-rounded academic and extracurricular student experience.

Our private university positioning continues to focus on the individual student, with an emphasis on creating a dynamic, engaged, and supportive academic environment consisting of comparatively small lecture groups, interactive facilitation techniques, the use of modern technology in the educational space, lecturers who are actively engaged in their respective professional fields, and bringing industry experience into the learning environment,” Wiseman concluded.

As the countdown begins to the grand opening in January 2026, this ground-breaking ceremony marks the beginning of an exciting journey for The IIE’s Varsity College Sandton and IIE-Vega School.

A game-changer for the future: the rise of esports in SA schools

tthomas@advtech.co.za (Tamara Thomas) — Tue, 22 Apr 2025 14:09:17 GMT

eSports, once seen as a niche pastime, is rapidly gaining ground in South Africa. This rise is not just about gaming and entertainment, but about cultivating essential 21st-century skills in students.

Projected to be a $3 billion industry by 2027, with careers ranging from professional players to game developers, data analysts, and event organisers, it is imperative for schools to start introducing eSports as early as possible, to prepare students for a world where digital fluency and adaptability are non-negotiable, an education expert says.

Desiree Hugo, Academic Head of Schools at JSE-listed ADvTECH, SA’s leading private education provider, says the institution has embraced eSports to foster critical thinking, teamwork, problem-solving, and digital literacy among its students.

“Far from casual play, ADvTECH’s approach encourages students to strategise, collaborate, and compete at the highest levels, transforming virtual arenas into dynamic classrooms. By embedding these skills into an engaging and competitive framework, we are able to ensure that students are not just participants but active learners, honing abilities that are critical for success in an increasingly digital world.”

Central to this strategy is ADvTECH’s partnerships with industry leaders, which elevate the eSports experience beyond the school campus and into structured, competitive environments. These collaborations provide students with access to professional-grade platforms where they can test their mettle, refine their communication, and sharpen their leadership and decision-making skills.

The broader vision that should be driving eSports initiatives, is to prepare students for a future where technology and innovation dominate, says Hugo.

“By immersing them in a safe and managed gaming ecosystem, we are opening doors to careers in STEM, game design, coding, and beyond. Students who have a keen interest and learn to strategise in Minecraft today might code their own games tomorrow or analyse data to optimise performance in professional eSports leagues.

“This isn’t just about keeping pace with trends, it’s about anticipating the interests and needs of tomorrow’s workforce and giving students a headstart. Through this blend of competition and creativity, schools are able to support a generation equipped to thrive in fields that are redefining the global economy.”

Hugo says it’s not just about winning tournaments—it’s about experiencing life in a tech-driven world.

“For a generation experiencing a digital economy, the skills honed in virtual design and collaboration may likely be their greatest asset in future.”

SENS Announcement | 22 April 2025

tthomas@advtech.co.za (Tamara Thomas) — Tue, 22 Apr 2025 09:58:05 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH”)

NOTICE OF VIRTUAL ANNUAL GENERAL MEETING AND AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

Shareholders are advised that the ADvTECH 2024 Annual Integrated Report (“Integrated Report”) has been published today.

Electronic versions of the Annual Financial Statements and Ernst & Young Incorporated’s unqualified report are available on the Company’s website at:

https://www.advtech.co.za/financial-results

The Integrated Report is available on the ADvTECH website: www.advtech.co.za

Notice is hereby given that the virtual annual general meeting (“AGM”) of shareholders of the Company will be accessible on an interactive electronic platform, in order to facilitate participation and voting by shareholders, as permitted by the JSE Limited and the provisions of the Companies Act and the Company's Memorandum of Incorporation, on Wednesday, 28 May 2025 at 10h00, to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM to be distributed to shareholders on or before 22 April 2025.

Shareholders who wish to participate in and/or vote at the AGM are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on 0817114255/0844334836/0614401654 as soon as possible, but in any event no later than 10:00am on Monday, 26 May 2025.

SALIENT DATES

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Friday, 11 April 2025. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 23 May 2025. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 20 May 2025.

AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

In compliance with paragraph 16.21 (g) and Appendix 1 to Section 11 of the JSE Listings Requirements, shareholders are advised that the Company’s annual compliance certificate in terms of section 13G(2) of the Broad-based Black Economic Empowerment Amendment Act, No 46 of 2013, is available on the Company’s website at https://www.advtech.co.za .

22 April 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 8 April 2025

tthomas@advtech.co.za (Tamara Thomas) — Tue, 08 Apr 2025 08:03:45 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH” or “the Company”)

CHANGES TO THE BOARD AND BOARD COMMITTEES

In accordance with the JSE Listings Requirements, the board of directors of the Company (“the Board”) wishes to advise of the following changes to the Board and Board Committees composition:

RESIGNATION OF DIRECTORS

Keith Warburton (“Keith”), who has served as a director on the Board since 2015, will be stepping down from his position as director of the Board, chair and member of the Audit and Risk Committee, chair and member of the Remuneration Committee, and member of the Investment Committee, effective 1 January 2026 due to his retirement, and
Clive Thomson (“Clive”), who has served as a director on the Board since 2021, will be stepping down from his position as director of the Board, chair and member of the Investment Committee, and member of the Remuneration and Audit and Risk Committees, effective 30 April 2025, due to expanded commitments on the boards of other public listed entities on which he serves.

The Board wishes to thank Keith and Clive for their invaluable contribution to the Company during their tenure and wishes them well with their future endeavours.

APPOINTMENT OF DIRECTORS

The Board is pleased to announce, as part of the succession planning process, the following appointments to the Board:

Jesmane Boggenpoel (“Jesmane”), effective 17 May 2025; and
Harvey Christophers (“Harvey”), effective 14 April 2025.

Jesmane is a qualified Chartered Accountant (SA) and holds a Bachelor of Commerce and a Bachelor of Accountancy from the University of the Witwatersrand. She also holds a Master’s degree in Public Administration from Harvard University’s, John F. Kennedy School of Government. She is a co-founder and the Chief Investment Officer of private equity firm AIH Capital. She currently serves on the boards of Spur Corporation, Boxer and MTN SA. She has more than 16 years’ experience of serving on corporate boards, including roles on audit and finance committees and brings a wealth of experience in finance, corporate risk and governance. She was recognised as a Young Global Leader of the World Economic Forum in 2013 and selected as a BMW Foundation Responsible Leader in 2022.

Harvey holds a Bachelor of Arts (Geography) (Honours) from the University of Nottingham, England, and a Chartered Accountant (UK) from the Institute of Chartered Accountants in England and Wales qualification. He brings extensive global business and transformation leadership experience after a 32-year career with Deloitte across the UK, SA, Australia and the Netherlands firms having held senior executive and board roles for the last 20 years. This included 12 years in South Africa where he was the Managing Partner of the Western Cape. He retired from the Managing Board of Deloitte NL in July 2024 also having led the Risk Advisory business and served as the Lead Partner Sustainability. His exposure to diverse cultures and business environments has given him a strong understanding of global business dynamics, including its risks and opportunities. He has also served the Higher Education industry working with a number of Universities as well as led Deloitte services to large listed organisations like Sanlam Limited, Ahold Delhaize and others. He has led the acquisition of four companies for Deloitte across two countries, led diversity transformation initiatives and driven leadership development programs. His previous Board experiences include Chair of African Talent (registered in South Africa), Board Director of Accelerate Cape Town and Managing Board member of Deloitte Netherlands.

The Board welcomes Jesmane and Harvey and looks forward to their contribution to the Company.

CHANGES TO BOARD COMMITTEES

Following the resignations and appointments, the following changes will be made to the composition of the Board Committees:

Audit and Risk Committee will comprise:

Keith Warburton (Chairperson) (current member, to step down 1 January 2026)

Clive Thomson (current member, to step down 30 April 2025)

Dr Jackie Chimhanzi (current member)

Harvey Christophers, (effective 14 April 2025 and designated Chairperson)

Jesmane Boggenpoel (effective 1 January 2026)

Investment Committee will comprise:

Clive Thomson (Chairperson) (current member, to step down 30 April 2025)

Keith Warburton (current member, to step down 1 January 2026)

Sybile Lazar (current member and designated Chairperson)

Daniel Smith (current member)

Jesmane Boggenpoel (effective 17 May 2025)

Harvey Christophers (effective 14 April 2025)

Geoff Whyte (current member)

Johannes Boonzaaier (effective 14 April 2025)

Didier Oesch (current member, to step down 30 April 2025)

Remuneration Committee will comprise:

Keith Warburton (Chairperson) (current member, to step down 1 January 2026)

Clive Thomson (current member, to step down 30 April 2025)

Prof Alexandra Watson (current member)

Daniel Smith (current member and designated Chairperson)

Jesmane Boggenpoel (effective 17 May 2025)

Harvey Christophers (effective 14 April 2025)

The rest of the Committees remain unchanged and duly constituted.

8 April 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH delivers another strong set of results, increases normalised earnings per share by 16%

tthomas@advtech.co.za (Tamara Thomas) — Mon, 24 Mar 2025 06:01:35 GMT

Double digit 2025 growth in both schools and tertiary divisions takes total enrolments above 100 000 students for the first time

24 March 2025: Commenting on the year ended 31 December 2024, ADvTECH CEO, Geoff Whyte said: “Healthy enrolment growth, moderate fee increases and a further improvement in margins contributed to ADvTECH delivering another strong set of results. In the year under review, we expanded operations in our home market and across the African continent whilst continuing to invest in superior technology to enhance teaching and learning.”

“In the current year, we are also pleased to report double digit enrolment growth in both our schools and tertiary divisions and that our education business has broken through 100 000 students for the first time.”

Group: Operational and financial performance

· Revenue up 8% to R8 521 million (2023: R7 860 million)

· Operating profit up 14% to R1 791 million (2023: R1 577 million)

· Operating margin improved to 21.0% (2023: 20.1%)

· Normalised earnings per share increased by 16% to 202.5 cents

Group revenue grew by 8% to R8 521 million (2023: R7 860 million), driven by a 13% increase in the education division and an 8% contraction in the resourcing division.

Group operating profit increased by 14% to R1 791 million (2023: R1 577 million) with the education division’s operating profit increasing by 15%. Whilst the resourcing division’s performance regressed, this had minimal impact on group profitability.

Group operating margin improved to 21.0% (2023: 20.1%).

Operating margin in the education division improved to 24.2% (2023: 23.8%) through the benefit of operating leverage and our continued drive for efficiency gains. This more than offset the additional costs incurred to strengthen our offering through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and enhanced student information systems.

Normalised earnings for the year increased by 17% to R1 109 million (2023: R950 million) while normalised earnings per share increased by 16% to 202.5 cents (2023: 174.2 cents) per share.

The strong cash generating capacity of the group is demonstrated by cash generated from operating activities increasing by 16% to R2 250 million (2023: R1 941 million).

Capital expenditure of R982 million focused mainly on increasing capacity on existing sites to meet incremental demand (R328 million), the development of a new school (R64 million), acquiring new sites for future expansion (R238 million), procuring equipment to enrich the group’s teaching and learning through technology and enhancing business systems (R78 million) to facilitate efficiency improvements.

The Board is pleased to declare a final gross dividend of 63.0 cents (2023: 57.0 cents) per ordinary share in respect of the year ended 31 December 2024.

This brings the full year dividend to 101.0 (2023: 87.0) per share.

Divisions: Operational and financial performance

Schools South Africa

· Good enrolment growth and strong financial performance

Revenue increased by 11% to R3 120 million (2023: R2 810 million) with all brands having shown enrolment growth. This reflects the increasing appeal of ADvTECH’s strong portfolio of education brands as we continue to gain market share.

Operating profit increased by 12% to R640 million (2023: R570 million) with operating margin improving to 20.5% (2023: 20.3%), benefitting from scale leverage.

Academic performance improved across key metrics year-on-year. Our 2024 matric students achieved a 99.4% pass rate, 94.5% bachelor’s degree pass rate and 3 317 distinctions at an average of 2.1 distinctions per student.

Strong enrolment growth at Pinnacle College Raslouw has necessitated the accelerated build out of the school, which is currently under way. A new Pinnacle College campus also opened in Ridgeview, Roodepoort, in January 2025.

Schools in the rest of Africa

· Growing the group’s footprint

The group has expanded its footprint in Africa with the acquisition of Flipper International Schools (FIS) group in Addis Ababa, Ethiopia, adding five schools and over 3 000 students. The division now serves over 11 500 students across three countries.

Our existing brands in the rest of Africa continued to experience strong enrolment growth which, together with the inclusion of the FIS group from November 2024, led to revenue increasing by 18% to R449 million (2023: R381 million). Operating profit increased by 28% to R146 million (2023: R114 million) and operating margin improved to 32.4% (2023: 30.0%).

Construction of the next phase of the Crawford International School in Nairobi, Kenya, will commence in the second quarter of 2025. This is in response to continued strong demand driven by their market leading offering.

Our higher priced Makini Cambridge International Curriculum continues to experience strong demand, with parents increasingly choosing it over the Kenyan national syllabus. This is having a positive impact on the overall financial performance of the schools.

Gaborone International School in Gaborone, Botswana, continues to perform well and deliver good academic results. The development to increase their capacity to 3 300 students and to refurbish the pre-primary school has been completed.

Tertiary/University division

· Growing demand for the group’s well-established brand portfolio

Revenue increased by 14% to R3 401 million (2023: R2 988 million) and operating profit increased by 15% to R903 million (2023: R787 million). Operating margin increased to 26.6% (2023: 26.3%) benefitting from operating leverage and efficiency gains, partially offset by investments to strengthen our brand propositions.

Our tertiary division continues to perform well and to grow on the back of a well-established brand portfolio that offers a comprehensive and expanding range of programmes and qualifications. In line with our strategy, the division is also achieving strong enrolment growth in its distance offering.

Our throughput rates improved to 80% (2023: 78%) and on-time graduation completion rates were more than double that of public universities.

The expansion of our Rosebank College sites in Braamfontein and Polokwane is currently under way. A new purpose-built campus has also been completed for Vega Pretoria adjacent to Varsity College.

During the year, we acquired a 47 000m ² property off Grayston Drive in Sandton. This is being developed into a brand-new campus with initial capacity for 9 000 students. This acquisition is in line with our intention to become a fully-fledged university. Varsity College Sandton and Vega Bordeaux will relocate to the site in time for the 2026 academic year.

Rosebank College will launch its first international tertiary institution in Accra, Ghana, in September 2025.

Resourcing division

· Improved profit and operating margin in rest of Africa

A lower number of placements, due to the challenging economic environment, led to revenue and operating profit declining in South Africa. In the rest of Africa, the replacement of low margin contracts with higher margin contracts led to a decline in revenue but an improvement in operating profit and margin.

Prospects

ADvTECH’s intent is to lead in every market segment in which we choose to operate and to become the employer of choice in the resourcing and education sectors. The group is uniquely positioned to enrich people’s lives through being the leader in teaching and learning across the African continent.

“ADvTECH’s sound balance sheet, strong cash generation, growing scale and expertise in Africa and our unrelenting focus on extending competitive advantage, position us well to maintain our growth trajectory and invest with confidence in areas of opportunity,” concluded Whyte.

SENS Announcement | 24 March 2025

tthomas@advtech.co.za (Tamara Thomas) — Mon, 24 Mar 2025 06:01:29 GMT

Click on the image below to read full SENS Announcement

Double digit 2025 growth in both schools and tertiary divisions takes total enrolments above 100 000 students for the first time

tthomas@advtech.co.za (Tamara Thomas) — Mon, 24 Mar 2025 06:01:23 GMT

SENS Announcement | 13 March 2025

tthomas@advtech.co.za (Tamara Thomas) — Thu, 13 Mar 2025 06:06:24 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2024

The board hereby advises on its expectations of the financial results for the year ended 31 December 2024.

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

Basic NEPS, Basic headline earnings per share (“HEPS”) and Basic earnings per share ("EPS") for the year ended 31 December 2024 are expected to be between 13% and 18% higher than the comparative reporting period for the year ended 31 December 2023 ("the comparative period") or between 196.8 and 205.8 cents per share as compared to NEPS and HEPS of 174.2 cents per share and EPS of 174.4 cents per share comparative period.

We are pleased with enrolments for 2025 for both the schools and tertiary divisions that are tracking in line with targets and continuing their trend of good growth.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the year ended 31 December 2024 on the JSE’s Stock Exchange News Service on or about Monday, 24 March 2025.

13 March 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ICT and higher education: The need to develop well-rounded graduates in the age of technology

tthomas@advtech.co.za (Tamara Thomas) — Wed, 26 Feb 2025 08:16:49 GMT

Key fields that are non-negotiables to prepare students in an unpredictable landscape

The landscape of Information and Communications Technology (ICT) in higher education is rapidly evolving. With the advent of new technologies, changing job market demands, and the increasing importance of digital literacy across all sectors, public universities and private institutions in South Africa must rethink their approaches to ensure they adequately prepare graduates for the future, an education expert says.

“It is important to explore the essential future-focused areas that should be prioritised in ICT higher education while acknowledging the traditional aspects that remain crucial for a well-rounded education,” says Natasha Madhav, Senior Head of Programme: ICT at The Independent Institute of Education , SA’s leading private higher education provider.

Madhav says one of the most significant trends shaping the future of ICT is the rise of Artificial Intelligence (AI) and Machine Learning (ML) .

“Educational programmes must incorporate these technologies into their curricula, providing students with the knowledge and skills necessary to leverage AI and ML in real-world applications. This includes not only theoretical understanding, but also hands-on experience with tools and platforms used in the industry.”

Cybersecurity and data privacy is another key focus area that should not be overlooked, says Madhav.

“With the increasing reliance on digital technologies comes the heightened risk of cyber threats and data breaches. As a result, cybersecurity education is critical. ICT programmes should emphasise the principles of secure coding, ethical hacking, and data protection measures. Furthermore, understanding legal and regulatory frameworks related to data privacy is essential for preparing students for careers in this vital field.”

Madhav says cloud computing has also revolutionised the way businesses operate, and knowledge of cloud infrastructure and services is now a prerequisite for many ICT roles.

“Higher education institutions must include cloud computing in their curricula, teaching students about cloud architecture, deployment, and management. Additionally, integrating DevOps practices into ICT education fosters collaboration between development and operations teams, enabling graduates to excel in dynamic work environments.

Also, the ability to analyse and interpret large volumes of data is increasingly important in decision-making across industries. ICT education should incorporate data analytics into its programmes, teaching students how to use data visualisation tools, statistical analysis, and predictive modelling techniques. This will equip graduates with the skills needed to turn data into actionable insights, a valuable asset in today’s data-driven world.

The proliferation of Internet of Things (IoT) devices is also creating new opportunities and challenges for ICT professionals, Madhav says.

“Education programmes must address the complexities of IoT, including sensor technology, network design, and data management. Students should gain hands-on experience with IoT applications, preparing them for roles in smart cities, healthcare, and other sectors where IoT is transforming operations.”

Madhav says however that while a focus on the future is very important in staying relevant, maintaining traditional educational values is equally important.

While embracing these future-focused areas, ICT higher education must also retain traditional aspects that are foundational to effective learning. These include:

A strong grounding in computer science fundamentals. Topics such as algorithms, data structures, and programming languages form the bedrock of ICT education. Students should have a deep understanding of these principles to adapt to new technologies and methodologies as they emerge.”
Critical thinking and problem-solving skills also remain a core competency for ICT professionals. Higher education should cultivate these skills through project-based learning, case studies, and collaborative assignments. By engaging in real-world challenges, students develop the capacity to analyse problems, devise solutions, and implement them effectively.
Ethics and social responsibility are more important than ever as technology continues to impact society, and it is vital for ICT programmes to address these. Educating students about the ethical implications of technology, data usage, and the digital divide encourages them to be conscientious professionals who prioritise the well-being of society in their work.
And in an increasingly interconnected world, effective communication and collaboration skills are essential. ICT graduates must be able to convey complex technical concepts to diverse audiences and work collaboratively across disciplines. Higher education should incorporate group projects, presentations, and interdisciplinary courses to enhance these skills.

“A holistic approach to ICT education is important because it equips graduates with not only technical skills but also the critical thinking, ethical awareness, and communication abilities necessary to navigate and impact the complex and rapidly evolving digital landscape effectively,” says Madhav.

“The future of ICT in higher education lies in striking a balance between embracing innovation and retaining traditional educational values. By focusing on emerging technologies while also emphasising foundational principles, educational institutions can prepare graduates to thrive in a rapidly changing and highly unpredictable landscape.”

ADvTECH launches visionary integrated teacher and lecturer training center

tthomas@advtech.co.za (Tamara Thomas) — Thu, 20 Feb 2025 10:26:45 GMT

Africa’s leading private education group, JSE-listed ADvTECH, has launched South Africa’s first dedicated Centre of Teaching and Learning Excellence, focused on driving excellence across all educational phases in the country. The centre will be the first of its kind, centralising continuous professional development training across both schools and tertiary phases.

Named SIRIUS (after the brightest star in the sky), the centre will be a dynamic learning space, dedicated to facilitating relevant micro-courses and workshops to enhance teaching practices and promote the continuous professional development of the group’s teachers, lecturers, research and supervisors across its 119 schools and 33 tertiary campuses.

“SIRIUS will serve as the central hub for educational excellence. ADvTECH teaching and academic staff will be provided with the innovative resources, support, and professional development opportunities, both online and in-person, that they need to consistently excel and drive student growth and performance,” says Desiree Hugo, SIRIUS Schools Head.

“SIRIUS will be a dynamic learning space which will focus on specific areas of practice to support and improve student learning and results, as great teaching can be learned,” she says.

SIRIUS will therefore play a key role in supporting educators in schools and tertiary to deliver on the academic excellence promise of ADvTECH.

Hugo says the center will support ADvTECH’s academic leadership positioning by:

Implementing tools for teaching and learning innovation aligned to global benchmarks;
Driving continuous development of teaching and academic practices that will attract and retain top teachers and academics (lecturers, researchers and supervisors);
Leveraging research projects to inform and operationalise internal best practices, and
Capacitating teaching and learning skills for improved student academic outcomes.

SIRIUS modes of delivery will include in-person training at the SIRIUS Hub, online real-time facilitation, and curated online resources for independent self-study.

“We are very excited about the development of our dedicated teaching studio in Sandton, which is specifically designed to facilitate the teaching of 21st century pedagogies,” says Hugo.

The studio will facilitate in-person learning of up to 60 delegates at a time, in a relaxed atmosphere with modern and inspiring spaces equipped with flexible furnishing and cutting-edge technology.

It will include inclusive and functional features, such as a coffee bar, collaboration spaces, and resource centre, as well as a dynamic teaching space that can be adapted to accommodate the various educational phases.

SIRIUS Tertiary Head, Dr Gill Mooney, says the center will ensure that ADvTECH has a strong and sustainable pipeline of excellent teaching and learning professionals to support the group's growth imperative, to further solidify its sector leadership position now and into the future.

“By centralising and leveraging skilled and scarce teaching and learning resources, we will be able to further drive excellent academic performance, as well as attract and retain top talent for both our schools and tertiary division, given the extent and accessibility of developmental opportunities. We like to call this empathic empowerment, where all our academics and teachers have the opportunity to shine,” she says.

SENS Announcement | 3 February 2025

tthomas@advtech.co.za (Tamara Thomas) — Mon, 03 Feb 2025 14:00:07 GMT

ADvTECH LIMITED

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

BOARD CHANGES: RESIGNATION AND APPOINTMENT

In accordance with paragraph 3.59 of the JSE Limited Listings Requirements, shareholders are hereby advised of the following changes made to the composition of the ADvTECH Board of Directors (“ADvTECH Board”) and its committees:

Mr. Monde Nkosi (‘Monde’), a non-executive director and member of the Investment, Nominations and Remuneration Committees will resign from the ADvTECH Board, effective 28th February 2025. Monde, who is an Investment Director at Value Capital Partners, joined the ADvTECH Board in 2021 and has made a valuable contribution during a period in which ADvTECH has grown its footprint, delivered substantial returns to shareholders and expanded its positive social impact. The Board extends their sincere appreciation to Monde for his commitment and valued contribution during his tenure as a non-executive director and wishes him well in his future endeavours.

Mr. Daniel Smith (‘Dan’), who currently serves as an alternate director to Monde, will be appointed to the ADvTECH Board as a non-executive director, and a member of the Investment, Nominations and Remuneration Committees, effective 28th February 2025. Dan has over 20 years’ experience in investment banking in South Africa and internationally across multiple industries. Dan currently holds the position of Group Chief Financial Officer at Lesaka Technologies Inc., a NASDAQ- and JSE-listed fintech group.

The Board congratulates Dan on his new role and looks forward to his continued contributions.

3 February 2025

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH: International Day of Education underscores importance of professional development in age of AI

tthomas@advtech.co.za (Tamara Thomas) — Thu, 23 Jan 2025 06:51:56 GMT

This year’s International Day of Education (Friday 24 January) spotlights the theme AI and education: Preserving human agency in a world of automation.

The day emphasises the transformative power of education in fostering social impact through personalised digital learning, says Desiree Hugo: Academic Head at ADvTECH Schools, Africa’s leading private education provider.

As artificial intelligence reshapes educational landscapes, retaining the best practices of the past, combined with personalised digital learning, becomes essential in addressing diverse student needs, she says.

“Given this context, it is imperative that educational institutions invest in educators' professional development, to equip teachers with the skills necessary to integrate AI tools effectively, to enhance individualised learning experiences. Personalised learning not only tailors educational content to suit each student's pace and style, but also encourages critical thinking and creativity.”

This approach empowers teachers and students to navigate technological advancements while retaining their autonomy and agency.

Hugo says in line with international best practice, the ADvTECH Group continues to invest in the delivery of superior technology and enhanced teaching and learning, thereby providing the roadmap for the development of future-focused education on the African continent.

“We encourage all educational institutions, as we celebrate 2025’s International Day of Education, to also seek to elevate teaching practices, create and integrate systems to improve learning outcomes, and create and optimise academic support systems.

“Let us reaffirm our commitment to harnessing education as a force for social good, ensuring equitable access to quality learning opportunities that prepare students for a rapidly evolving world.”

Changing course: Options for dealing with unexpected matric results

tthomas@advtech.co.za (Tamara Thomas) — Thu, 23 Jan 2025 06:38:20 GMT

Following the release of the 2024 Matric results this week, countless students are in a position where they can – or are forced to – reconsider their plans for 2025. For those who did better than expected, new doors will have opened. For others, their initial study plans may need to be reviewed due to their marks not fulfilling the requirements of their chosen qualification. Regardless of an individual’s position, it’s important to know how to move forward, an education expert says.

“In the wake of receiving their results, it is important for all Matrics from the Class of 2024 to pause and consider the way forward. Even if your results don’t impact your initial plans, it is still advisable to make sure you know you are on the right path,” says Peter Kriel, General Manager at The Independent Institute of Education , SA’s leading private higher education provider.

SCENARIO 1: YOU DID BETTER THAN EXPECTED

Kriel says the first thing to do if you did better than expected is to enjoy the moment and celebrate your success.

“Take pride in your achievement and recognise the hard work and dedication you put in. In preparation for future successes it is also important to reflect on your methods: Think about what strategies worked for you. Did you follow a study schedule? Did you use specific study techniques? Understanding what contributed to your success can help you in future endeavours,” he says.

Then consider your options and plan your next steps. If you have a better than expected endorsement on the National Senior Certificate, you may want to reconsider your initial plans.

“If you applied to a higher education institution to study in 2025, contact them immediately and find out if there is space available in a programme that you would rather follow but did not previously qualify for.

“Alternatively, explore other options to check for available space. In South Africa, public universities and private higher education providers must all register as higher education providers and the qualifications they offer are all subject to a unitary form of accreditation. This means that there may be a world of options now open to you, which you may not even have been aware of.”

SCENARIO 2: YOU DIDN’T DO AS WELL AS EXPECTED

Kriel says it is very important to stay positive and not panic. Performing below par is a temporary hurdle, not the end of the road.

“It’s natural to feel disappointed, but remember that one set of results does not define your future. Reflect on what happened and understand where things went wrong. Was it a lack of preparation, anxiety, or difficulty with certain topics? Identifying the problem is the first step to improvement going forward,” he says.

If your poorer performance didn’t impact your National Senior Certificate endorsement you are probably also set to go. Your reflection on what went wrong is now more important than ever to ensure that you don’t make the same mistakes going forward.

However, if you applied to study next year and you now no longer qualify to follow this route, you have to act quickly to plan how you will get to where you planned to be in the first place.

“Remember, all doors are not closed – you may just need to follow a different route. One really good option is to enrol for a Higher Certificate at a reputable registered and accredited higher education institution. The advantage of doing this is that once you have successfully completed the Higher Certificate, you will be able to continue with degree studies in your chosen discipline.”

It is important to keep in mind that both successes and failures are part of the learning process, Kriel says.

“Use them as opportunities to build resilient adaptability and develop a growth mindset by believing in your ability to grow and improve. A growth mindset can turn challenges into opportunities for learning and development.

“Your final school exam results are an important milestone, but they are just one part of your academic journey. Whether you did better or worse than expected, there are always steps you can take to continue growing and improving. Celebrate your achievements, learn from your experiences, and stay focused on your future goals. Remember, with determination and the right mindset, you can overcome any challenge and achieve your dreams.”

ADvTECH Schools raise the bar for academic excellence in SA

tthomas@advtech.co.za (Tamara Thomas) — Tue, 21 Jan 2025 08:45:11 GMT

JSE-listed ADvTECH has set a new record for academic excellence in the 2024 IEB examinations across their 119 schools.

ADvTECH’s pass and bachelor’s degree pass rates for 2024 were 99% and 90% respectively, with 3 622 distinctions at an average of 1,8 per student. Additionally, 20 students were recognised by the IEB for Outstanding Performance and 10 for Commendable Achievement.

“We congratulate our students, our schools and our teachers on this remarkable set of results.” says Desiree Hugo, academic head of ADvTECH’s schools' division.

Hugo commented that the outstanding performance was the result of a number of initiatives introduced across the Group in the past few years. These include a strong focus on artificial intelligence driven teaching and learning.

ADvTECH’s schools' brands include Crawford International, Pinnacle, Trinityhouse and Abbotts.

Recipe for success: ADvTECH Schools raise bar for academic excellence in SA

tthomas@advtech.co.za (Tamara Thomas) — Tue, 14 Jan 2025 11:14:59 GMT

With their 2024 IEB Matric exam performance, JSE-listed ADvTECH Schools and students have set a new precedent for academic excellence in the country.

ADvTECH Schools not only performed better than the national average, but also improved on its own stellar results from the year before.

The ADvTECH IEB pass rate for 2024 was 98,75% compared to the national rate of 98,47%. The group’s results were also better than the 2023 pass rate of 98,58%. 2044 students sat for the 2024 IEB exams. ADvTECH’s Bachelor Pass rate of 89,46% was also up from the previous year, and higher than the national IEB average of 89.37%.

ADvTECH students achieved 3 622 distinctions.

“We congratulate our students, our schools and teachers on this remarkable achievement,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH.

Hugo says the outstanding performance across ADvTECH’s 119 schools – which include brands such as Crawford International, Pinnacle College, Trinityhouse Schools and Abbotts College – was the result of significant advances introduced across the group in the past years. These include a strong focus on data-driven teaching and learning, which allows for individualised learning paths and interventions.

“The increase in percentages may look small on paper, but they represent a significant number of individuals who have reaped the rewards of their hard work paired with the support of international best practices in education,” Hugo says.

Noteworthy performance of individual ADvTECH Schools included:

· Crawford International Sandton 4,3 average distinctions per student

· Crawford International La Lucia 3,3 average distinctions per student

· Trinityhouse Randpark Ridge 2,6 average distinctions per student

· Trinityhouse Little Falls 2,5 average distinctions per student

· 20 ADvTECH Students were recognised for Outstanding Performance by the IEB

· 10 ADvTECH Students were recognised for Commendable Achievement by the IEB

From preschool to primary: helping your 1st grader transition successfully

tthomas@advtech.co.za (Tamara Thomas) — Fri, 13 Dec 2024 06:05:31 GMT

During the December holidays, parents and guardians of 2025’s Grade Ones have a monumental milestone to look forward to – that of their child going to big school for the first time! In the coming weeks, before the school doors open in January, parents have a valuable opportunity to ensure children start their academic journey on a positive and strong footing, an education expert says.

“Transitioning from preschool to the more formal primary school setting is a significant milestone for both children and their parents. This change can bring about feelings of uncertainty and anxiety, but with intentional preparation, parents can help their children embark on this new educational journey with confidence,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

Hugo says it is important to set a positive tone in the coming weeks, to help students prepare emotionally so that they can embark on their new chapter with the right mindset, ready to enjoy their academic journey from the start.

“There will be lots of excitement around the practical preparations such as selecting school uniforms, gathering supplies, and getting to grips with new routines next year. But in addition to the logistical aspects, parents can also smooth the transition to help their child navigate the new environment. To that end, parents can start practising the mindset for success right away,” she says.

Manage expectations

As parents, it is important to manage our expectations, says Hugo.

“Allow your child to make mistakes and learn from them, rather than pushing for achievement and perfect outcomes at all costs. In the next few weeks, help your child develop independence and confidence by taking small steps towards self-care, such as dressing themselves and organising their belongings. Celebrating efforts, even when they fall short of perfection, fosters resilience – both at home and at school.”

Foster perseverance

Young children may feel frustrated when they struggle with tasks. It’s essential to teach them the value of persistence and the importance of continuing to try despite difficulties.

“Instead of immediately stepping in to resolve issues, parents should offer guidance and encouragement, to help their child build confidence in their own abilities.”

Promote positive play

Starting Junior school marks a crucial social development phase where children learn to engage meaningfully with peers. Parents should encourage kindness and inclusivity among their children, which are vital for emotional growth and confidence.

“It can be tough out there for children as they start encountering challenging situations and peers. These early years start marking the time where parents can’t just always step in and remedy the situation, and where students need to start understanding how to navigate challenges themselves. To build conflict-resolution muscles, roleplaying various scenarios with toys or games that involve taking turns and dealing with frustrations can help children practise social skills necessary for making friends and resolving conflicts,” Hugo says.

Encourage curiosity

A natural curiosity about the world is fundamental for learning.

“Parents should nurture this by engaging in conversations about their surroundings during outings, ask questions of your child, do not just supply answers. Research indicates that children benefit significantly from interactive discussions where both parties question, listen and respond thoughtfully.

“Encouraging reading and exploring topics together can further enhance this curiosity.”

Develop healthy routines to build resilience

While there is little to no homework in the early years, parents should put aside some time every day to focus on the day’s activities, by talking over what was done in school during the day and reading together.

“Young children will start getting into a natural routine of building upon what they’ve learned. By making this a fun and enjoyable experience, and a positive family interaction, they will start to associate learning with empowerment, which will pay dividends down the line when the workload does start to grow.”

In addition to setting up a daily ‘connection’ routine with positive associations right from the start, parents should also help their children build the skills which will be required from them later in their school careers.

“Children need a healthy diet, plenty of sleep and exercise. Unhealthy habits and routines can quickly start to show in a child’s general disposition and academic engagement, so establishing good habits – including limiting screentime – is key.

“By fostering connection time, parents will build trusting relationships with their children, so that when something may be troubling them, they reach out to their parents as their first line of support and care.”

Back to basics: The importance of balancing innovation with tradition in education

tthomas@advtech.co.za (Tamara Thomas) — Wed, 04 Dec 2024 11:05:20 GMT

In an era where technological advancements are transforming every aspect of our lives, the educational sector is no exception. While innovation and technology have the potential to revolutionise learning, it is crucial to remember that not all change is inherently good, and tradition plays a vital role in maintaining the integrity and effectiveness of education, an education expert says.

“Despite the rapid evolution of educational technologies, certain foundational skills and knowledge remain indispensable. Reading, writing, critical thinking, and problem-solving are timeless components of education that transcend technological advancements. These skills are essential for students to navigate a complex and ever-changing world,” says Dr Andre Abrahams, Deputy Dean: Academic Development and Support at The Independent Institute of Education , SA’s leading private higher education provider.

Dr Abrahams recently delivered the keynote address at the International Conference on Education Research (ICER), hosted by The IIE, wherein he made the case for the importance of balancing innovation with tradition.

Technology, particularly artificial intelligence (AI), has the potential to significantly enhance learning outcomes. AI tools can automate administrative tasks, provide personalised learning experiences, and make education more interactive and engaging. For instance, AI-powered adaptive learning platforms can identify knowledge gaps and offer customised content to students, improving their learning outcomes, he notes.

“But while technology can replicate and supplement traditional methods, it cannot replace the human touch that is essential for holistic education. Good pedagogy, which includes building positive relationships with students, providing emotional support, and fostering critical thinking, remains at the core of effective teaching.

“Activities like read-aloud with physical books, for instance, continue to hold a special place in education, promoting a unique connection with literature and fostering a sense of community among students.”

On the other hand, traditional educational practices do have their limitations, says Abrahams.

“They often fail to engage students with varied learning preferences, leading to a one-size-fits-all approach that can leave some students behind. Additionally, traditional methods can sometimes hinder the discovery of new information and solutions to fundamental issues, and they may control who is allowed to produce ideas and what is considered scholarly knowledge.

“These shortfalls highlight the need for innovation and adaptation in the educational system.”

BLENDING TRADITION WITH INNOVATION

The key to effective education lies in striking a balance between tradition and innovation, says Dr Abrahams.

“Blended learning environments, which combine traditional teaching methods with modern technological tools, are showing promising results. These environments allow teachers to focus on complex teaching duties and direct student interaction while leveraging AI to handle repetitive tasks such as grading and tutoring.

“Tradition serves as a reminder that not all change is good simply because it is new. It cautions us against the allure of novelty and fashion, encouraging us to evaluate technological advancements based on their true value rather than their novelty. This balanced approach ensures that we do not sacrifice the essential elements of education in the pursuit of innovation.”

By leveraging the best of both worlds, we can create an educational system that is both modern and inclusive, ensuring that students receive the foundational knowledge and skills they need to thrive in a rapidly changing world, says Dr Abrahams.

“Tradition is not a hindrance to progress but a guiding light that helps us navigate the complexities of modern education with wisdom and caution. As we embrace technological advancements, it is crucial to do so with caution to promote equity, fairness, and inclusion. Development and progress should be accessible to all, not just a select few.

“By designing technology with diverse students in mind, we can ensure that digital fairness and inclusion are prioritised. This approach emphasises that the goal should not be to be the first or the fastest but to create a system that is equitable and beneficial for everyone.”

The office power struggle: Managing colleagues who play unofficial boss

tthomas@advtech.co.za (Tamara Thomas) — Mon, 02 Dec 2024 08:25:14 GMT

Bullying in the workplace is a problem that is more common than one might expect. Office bullies create a toxic environment and cause significant stress for their targets or the broader office community. However, it is not always easy to identify certain behaviours as bullying, especially when they are subtle and veiled behind professional facades.

“An attitude where a colleague adopts a sense of self-importance and unofficial authority can sometimes cross into the realm of adult office bullying. Individuals with this mindset often feel entitled to monitor, correct, or control the actions of their peers, even when they lack the formal authority to do so,” says Peter Kriel, General Manager at The Independent Institute of Education , SA’s leading private higher education provider.

He says this self-imposed hierarchy can lead to behaviours that undermine the autonomy, confidence, and contributions of colleagues. The person may criticise, belittle, or "advise" under the guise of support, but the effect is often to enforce their own dominance and diminish others' value within the team.

“Such attitudes can be harmful even when unconscious, as the underlying implication is that their peers are less competent or need guidance. Over time, this approach erodes trust and morale, creating an environment where others feel disempowered, stressed, and undervalued, which aligns with forms of workplace bullying,” says Kriel.

BONA FIDE BEHAVIOUR OR BULLYING?

Kriel says the following scenarios can provide clarity about whether a colleague’s behaviour is legitimately intended as support or guidance, or whether it has crossed over into bullying:

Bullies frequently target others to diminish their credibility, which can include criticising, questioning decisions, or making others seem incompetent. They may “sabotage” work by withholding information or resources, setting their targets up to fail.
Office bullies often manipulate situations to their advantage. They may take credit for others' work, spread rumours, or even lie to tarnish someone’s reputation. This behaviour serves to isolate their target and create doubt in the minds of colleagues.
When bullies hold a position of power, they might misuse it to control others. They might micromanage excessively, impose unrealistic expectations, or demand work at a moment's notice to instil a sense of fear and inferiority.
Some bullies portray themselves as victims, justifying their actions by saying they are defending themselves or the organisation. They may suggest that their target is untrustworthy, lazy, or hostile, painting a picture that shifts sympathy toward them and away from the true victim.
Verbal abuse, sarcasm, belittling, and even silent treatment can be common tactics. Although physical intimidation is rare, office bullies may use non-verbal cues like glares, sighs, or dismissive gestures and even constant correction to intimidate others subtly.
A bully might engage in gaslighting, where they make the target question their own judgment and sanity. They may downplay their actions or suggest that the target is overreacting, leading to self-doubt in the target and confusion about the legitimacy of their concerns.

“Since bullying is simply wrong and, in many instances, explicitly prohibited in company policies, it is essential to address the behaviour constructively and assertively. Doing so would include documenting incidents, setting firm boundaries, seeking support, and escalating the matter to senior management. There are also many online resources that can guide you once you have identified that you are a victim of bullying,” says Kriel.

“But the first step towards addressing problematic behaviour is to be sure about what you are experiencing and being able to label it. If you are clear that you are not being over-sensitive or over-reacting, but that you are in fact the target of a bully, you can start putting in place strategies to address and resolve the issue.”

SENS Announcement | 26 November 2024

tthomas@advtech.co.za (Tamara Thomas) — Tue, 26 Nov 2024 08:08:06 GMT

ADvTECH Limited
(Incorporated in the Republic of South Africa)
(Registration number 1990/001119/06)
Share code: ADH ISIN: ZAE000031035
(“ADvTECH” or “the Company”)

STRATEGY DAY AND SITE VISITS

Shareholders are advised that ADvTECH will be hosting a CEO Strategy Presentation today, Tuesday, 26 November 2024 in Sandton, followed by campus site visits in Pretoria. The presentation will focus on Group CEO, Geoff Whyte’s forward vision and strategic direction for the Group.

The presentation is now available on ADvTECH’s website, www.advtech.co.za .

26 November 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH acquires established Ethiopian school group and expands its footprint across the African continent

tthomas@advtech.co.za (Tamara Thomas) — Fri, 22 Nov 2024 07:28:21 GMT

The ADvTECH Group (ADvTECH) announced today that it has concluded an agreement to acquire a 100% interest in Flipper International School in Addis Ababa, Ethiopia, further reinforcing its position as a leading provider of private education on the African continent.

The acquisition will add five schools and an additional 3 000 students to the Group’s international portfolio in the fifth fastest growing city on the continent. The acquisition was internally funded by ADvTECH.

Commenting on the acquisition, ADvTECH CEO, Geoff Whyte said: “We are delighted to welcome Flipper International School to the ADvTECH Group as we expand our presence across Africa and further cement our status as the leaders in teaching and learning on the continent.”

Well-known for its academic excellence, Flipper International School was founded in 1998 by Mrs Menna Selamu Bekele and Mrs Serkaddis Seifu Yeteshawork. In 2018, the founders sold an 85% stake to Tana Africa Capital and the Saham Group.

Sharing their thoughts on the acquisition Menna and Serkaddis said: “We are incredibly proud of what we have built at Flipper International School. Our mission has always been to be a beacon of academic excellence in the region. We are confident that ADvTECH’s expertise and resources will help the school further enhance the educational experience and growth opportunities for students and staff.”

Flipper International School’s five campuses are located in Beklobet in the centre of Addis Ababa and in Summit to the east of the city. Total current capacity of the five locations amounts to more than 3 500 students.

Addis Ababa is benefitting from the rapid urbanisation in Ethiopia, leading to increased demand for high-quality education.

“As a business, ADvTECH is in a unique position to make a truly meaningful difference to people’s lives and futures. Flipper International School has always been a beacon of academic excellence in the region. We look forward, therefore, to applying our resources and expertise to this school and taking it to even greater heights in the years to come,” concluded Whyte.

SENS Announcement | 21 November 2024

tthomas@advtech.co.za (Tamara Thomas) — Thu, 21 Nov 2024 08:11:28 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

ADvTECH acquires established Ethiopian school group and expands its footprint across the African continent

The ADvTECH Group (ADvTECH) announced today that it has concluded a USD7,5 million agreement (approximately R135 million) to acquire a 100% interest in Flipper International School in Addis Ababa, Ethiopia, further reinforcing its position as a leading provider of private education on the African continent.

Flipper International Schools’ five campuses are located in Beklobet in the centre of Addis Ababa and in Summit to the east of the city. Total current capacity of the five locations amounts to more than 3 500 students.

Ethiopia is experiencing rapid urbanisation. As a consequence of this development, availability in the public schooling system in Addis Ababa has become increasingly constrained. This has led to increased demand for high quality, private education.

21 November 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH appoints Chief Financial Officer

tthomas@advtech.co.za (Tamara Thomas) — Wed, 20 Nov 2024 09:30:24 GMT

20 November 2024: The ADvTECH Group (ADvTECH) is pleased to announce the appointment of Hannes Boonzaaier as designated Group Chief Financial Officer and Executive Director with effect from 1 February 2025.

After an initial handover period, Boonzaaier will succeed Didier Oesch who, as previously announced, will retire at the end of April 2025 after more than 19 years of distinguished service with the Group.

Boonzaaier, a Chartered Accountant, joined the AfroCentric Group in 2003 and is currently the Group Chief Financial Officer. He has held this position since 2015 and is responsible for all financial management and investment decisions at the group. Prior to joining the AfroCentric Group in 2003, Boonzaaier was a senior manager in the corporate finance team at KPMG where he also completed his Articles.

Commenting on the appointment, ADvTECH Chief Executive Officer, Geoff Whyte said: “The Board and the executive team are pleased with the appointment of Hannes as CFO. We are confident that his experience as the CFO of a listed company, coupled with his overall business acumen, will further support the delivery of our ambition and implementation of our growth strategy. I look forward to working closely with him.”

Alternatives to matric: Different, proven paths to fulfilling careers

tthomas@advtech.co.za (Tamara Thomas) — Wed, 20 Nov 2024 08:25:03 GMT

In South Africa, a Matric certificate is still considered the gold standard for educational achievement and the ticket to further study. However it is important to recognise that this path may not be the best fit for everyone, and understand that there are indeed alternative routes to career success.

“For many students, the rigours and constraints of the senior high journey and Matric can be prohibitively daunting, and the pressure to perform can be overwhelming. However, this does not mean that these individuals are devoid of potential or that they lack the skills and dedication required to succeed in their chosen careers,” says Siyavuya Makubalo, Marketing Manager at Oxbridge Academy, a brand of Africa’s leading private education provider ADvTECH.

“This leaves these students and their parents in despair, particularly if they are not aware of the options available to them outside of Matric completion,” she says.

The reality however, is that South Africa offers a robust alternative to the Matric route through SAQA-registered Occupational Certificates.

These qualifications, registered with the South African Qualifications Authority (SAQA) and quality assured by the Quality Council for Trades and Occupations (QCTO), are designed to equip students with work-relevant skills that are highly valued by employers. Unlike the Matric certificate, which focuses mainly on theoretical knowledge, work-related Occupational Certificates emphasise practical skills and hands-on experience, making students job-ready from the outset.

“One of the most significant advantages of Occupational Certificates is their accessibility,” says Makubalo.

“Students can earn these qualifications without needing a Matric certificate, opening up educational and career opportunities to a broader segment of the population. These certificates are structured to accommodate different National Qualifications Framework (NQF) levels, ensuring that students can find a qualification that aligns with their educational background and career aspirations.”

Further good news is that occupational certificates are available across a diverse range of career fields, which means that most aspiring students will be able to find a good fit for their personal vision. They include (but are not limited to):

Occupational Certificate: Home Based Personal Care Worker (SAQA ID 104792)

This qualification enables students to provide personal care to clients in home-based settings, assist with daily living activities, and maintain a safe and healthy environment for clients. It also focuses on effective communication with clients and their families to ensure holistic care.

Occupational Certificate: Health Promotion Officer (SAQA ID 94597)

This qualification prepares students to promote health and wellness in communities, develop and implement health promotion programmes, and conduct health education and awareness campaigns. It also involves collaborating with healthcare professionals and community organisations to achieve health promotion goals.

Occupational Certificate: Cash Office Clerk (SAQA ID 101863)

This qualification trains students to manage cash transactions, maintain accurate financial records, process sales and refunds, and ensure compliance with financial policies and procedures. It also includes skills in handling customer payments, managing cash handling equipment, and maintaining a secure financial environment.

Occupational Certificate: Patrol Officer (SAQA ID 110867)

This qualification equips students with the skills to conduct regular patrols, identify and report security threats, and engage with the public to maintain order and safety. It also focuses on maintaining accurate records of patrol activities and ensuring compliance with security protocols.

Occupational Certificate: Security Officer (SAQA ID 110866)

This qualification prepares students to perform security duties, including conducting patrols, responding to security incidents, and maintaining security equipment and systems. It also equips them with the skills to collaborate with law enforcement and other security personnel to ensure a safe and secure environment.

Occupational Certificate: First Line Security Manager (SAQA 118687)

This qualification prepares students to oversee and manage security operations effectively. It equips them with the skills to coordinate security teams, develop and implement security protocols, and respond to incidents strategically. Students will also learn how to manage security resources, maintain compliance and regulatory standards, and collaborate with stakeholders to ensure a safe and secure environment.

Occupational Certificate: Occupational Health and Safety Practitioner (SAQA ID 99714)

The qualification equips students to ensure the safety and wellbeing of individuals in the workplace, by gaining comprehensive knowledge and essential skills to identify and effectively mitigate hazards, and minimise risks within designated work areas“

An overview of the aforementioned occupational certificates will show that the skills being learned are in high demand in South Africa.

Additionally, by virtue of their SAQA-registration, they are recognised and valued by South African employers,” says Makubalo.

“It is true that a Matric certificate remains an important milestone for many, but it is most definitely not the only route to personal and career success. For those students for whom Matric simply isn’t a fit, Occupational Certificates offer a viable, practical, and work-relevant alternative that will equip them with the skills and confidence they need to thrive in their chosen careers. These alternatives are becoming increasingly important, providing a more inclusive and effective way to prepare students for the workforce.”

SENS Announcement | 20 November 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 20 Nov 2024 06:06:52 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Group”)

CHANGES TO THE BOARD OF DIRECTORS

APPOINTMENT OF HANNES BOONZAAIER AS GROUP CHIEF FINANCIAL OFFICER

In accordance with paragraph 3.59(a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is excited to announce the appointment of Mr Hannes Boonzaaier (“Hannes”) as designated Group Chief Financial Officer (“CFO”) and Executive Director with effect from 1 February 2025.

After an initial handover period, he will succeed Didier Oesch as CFO, who will retire at the end of April 2025 (as per SENS announcement published on 11 June 2024) after serving the Group with distinction for more than 19 years.

Hannes, a Chartered Accountant, joined the AfroCentric Group in 2003 and is currently the Group Chief Financial Officer. He has held this position since 2015 and is responsible for all financial management and investment decisions. Prior to joining the AfroCentric Group, he was a senior manager in the corporate finance team at KPMG, where he also completed his Articles.

Hannes holds a Bachelor of Commerce (Honours) from the University of Pretoria, completed a Chartered Tax Advisor (CTA) through UNISA, and was admitted as a Chartered Accountant (SAICA) in 2000.

CFO South Africa awarded him the CFO Transformation and Empowerment Award in 2019. He won “Best Integrated Audit Report” for healthcare companies at the annual Board of Healthcare Funders Awards in 2022, 2023 and 2024 and was the overall winner in the JSE Small Cap section Integrated Audit Reports at the Sunday Times Companies Secretaries Award in 2022.

The Board would like to congratulate Hannes on his appointment and looks forward to the contribution that he will bring to the Group.

20 November 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Online learning and mental wellbeing: Making the right choice for your child

tthomas@advtech.co.za (Tamara Thomas) — Thu, 07 Nov 2024 07:07:43 GMT

Anxiety is a pervasive issue that can affect students of all ages and from all backgrounds, regardless of whether they are enrolled in traditional brick-and-mortar schools or online educational programs. However, studying online can present unique challenges that need to be considered when choosing a school. That is why it is important for online schools to actively mitigate potential concerns right from the start, mental health and academic experts say.

“While anxiety is most definitely not unique to the online environment, the online learning environment does present distinct challenges that can give rise to anxiety, and it is imperative that online schools both acknowledge and address these challenges to ensure a complete educational journey that is not only about getting to grips with academics but also the ongoing development of students,” says Nasrin Kirsten, Group Psychologist at The Independent Institute of Education, who oversees Student Wellbeing at ADvTECH Schools, SA’s leading private education provider.

“Online students often face a blend of technological, social, and academic pressures that can differ significantly from those experienced in a traditional classroom setting. Suppose there is a lack of face-to-face interaction, over-reliance on digital communication, and a lack of positive motivation to stay on track. In that case, online students are likely to experience heightened anxiety levels,” she says.

“Therefore, it is essential for parents to carefully evaluate online schools to ensure they have implemented strategies and support systems tailored to mitigate these unique online challenges.”

Kirsten notes that social isolation is a significant contributor to anxiety in online learners.

"Online schools must offer opportunities for meaningful interaction with teachers and peers, as structured, regular engagement can prevent feelings of loneliness," she says.

Lack of boundaries between school and home also leads to stress, as students may feel they’re constantly in 'school mode' without time to unwind.

"Online schools need to guide students in setting routines and healthy study habits to help manage this,” Kirsten explains. Technology-related frustrations, such as slow internet or unfamiliar tools, can further intensify anxiety. Schools that provide robust technical support and foster digital literacy can help alleviate these issues.

Performance anxiety is another challenge, especially when feedback is insufficient. Kirsten emphasises that regular, personalised feedback is vital for students to feel supported in their progress.

Finally, while online learning offers flexibility, some students may find it overwhelming without a structured schedule. Kirsten advises parents to choose schools prioritising mental health, offering resources like counsellors and workshops to support students' emotional well-being. This approach ensures that online learning is both practical and supportive.

Colin Northmore, Principal at Evolve Online School, says online schools must ensure the comprehensive development of their students, addressing cognitive, emotional, social, physical and spiritual growth.

“An important aspect is the curriculum, which needs to be designed to foster holistic development by integrating various aspects of a child's growth. This includes a focus on foundational, social, and emotional learning skills. There also needs to be real people with whom students can connect through life coaches to help students learn how to manage stress and anxiety and develop coping mechanisms, resilience, and a growth mindset.

The secret to getting the balance right lies in the word balance. The question is, what should be balanced? Children need Screen, Green, Team and Dream time, he says.

“A great online school must find opportunities for students to put away their screens and interact with the physical world (Green Time). The school can do this, for instance, by introducing scientific experiments using everyday household items. Schools can further augment this by providing physical resources, such as the Adventure Boxes supplied by Evolve.”

Northmore says the question of screen time is also one that needs careful and well-planned implementation.

“There is an essential difference between sedentary and cognitive screen time. Children are more likely to experience anxiety when they are using their screen time on social media and can find some relief from just watching a fun series. Cognitive screen time (when using their devices to solve problems or learn new skills and concepts) may not be relaxing, but it builds a sense of control and achievement that can ease their fear of failure.”

The time spent in live classes needs to be as interactive as possible so that the students can develop their social skills and engage with the learning in a way that makes the screen disappear into the background (Team Time).

“Opportunities need to be created for pair work and teamwork to learn how to give and receive feedback and a host of critical transferable skills like assertiveness, resilience, problem-solving and effective communication,” says Northmore.

Perhaps the most important, is Dream Time.

“The human imagination is the most powerful tool for overcoming obstacles and creating creative solutions to seemingly unsolvable problems. Mindfulness exercises and imaginative play are crucial to the development of the imagination. Online students must be allowed to play when they are younger, and explore as they grow while being encouraged to feel wonder and awe, to develop holistically,” Northmore says.

SENS Announcement | 1 November 2024

tthomas@advtech.co.za (Tamara Thomas) — Fri, 01 Nov 2024 08:45:01 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

Johannesburg

1 November 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

Capsicum Culinary Studio to open new West Rand campus

tthomas@advtech.co.za (Tamara Thomas) — Tue, 22 Oct 2024 11:49:03 GMT

South Africa’s leading culinary school will be opening new campus in Ruimsig in Roodepoort, Gauteng, in January next year, with enrolment applications already open.

This will be the seventh campus for Capsicum Culinary Studio (CCS) which this year is proudly celebrating its 21 ^st anniversary as the country’s premier chef school. It already has campuses in Boksburg, Cape Town, Durban, Nelson Mandela Bay, Johannesburg and Pretoria.

CCS is part of the ADvTECH Group, a JSE-listed company and Africa’s largest private education provider and a continental leader in quality education focused on academic excellence, training, skills development and placement services.

Says Renee Hill, MD of CCS: “The opening of the new campus highlights the need for qualified culinary graduates as Africa’s food and hospitality industries experience a resurgence, driven by an increase in tourism and business travel. Ruimsig is the perfect location for a new campus for CCS given that the West Rand, within which it is located, is home to almost 950 000 residents and growing yearly.”

Despite being close to the thriving metropolis of Johannesburg, Ruimsig is located a stone’s throw from the Walter Sisulu National Botanical Garden, the Cradle of Humankind and the Magaliesberg mountain range, all of which attract hundreds of thousands of tourists and outdoor enthusiasts annually.

Hill says that they are hoping to not only draw students from the area but from other parts of the country as well as the African diaspora and that the new campus will offer on-site accommodation, high-speed Wi-Fi, comprehensive libraries, lounge areas, parking facilities and access to nearby wellness centres and sports and leisure options.

The Ruimsig campus will be staffed by a team of practised and knowledgeable lecturers as well as cutting-edge training lecture rooms, kitchens and other facilities.

The Ruimsig Capsicum Culinary Studio offers the following courses:

The campus is situated at Building D, 144 Peter Road, Ruimsig. Call 011 234 1896 or visit the Ruimsig Capsicum Culinary Studio website .

SENS Announcement | 21 October 2024

tthomas@advtech.co.za (Tamara Thomas) — Mon, 21 Oct 2024 12:54:39 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

Johannesburg

21 October 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 18 October 2024

tthomas@advtech.co.za (Tamara Thomas) — Fri, 18 Oct 2024 13:45:54 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

18 October 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

The importance of career guidance early in High School

tthomas@advtech.co.za (Tamara Thomas) — Thu, 17 Oct 2024 07:55:09 GMT

Many students reach senior high, or even Matric and beyond, without knowing what career they would like to pursue after school. Unfortunately, leaving this planning too late can cause great stress for both parents and students, and will likely limit one’s potential options, an education expert says. This is why early career guidance is vital during the early high school years - firstly to determine a student’s passion and purpose, and then to align their high school path to future qualification opportunities.

“Career guidance allows students to be fully informed about their choices, and to make strategic decisions that will broaden their opportunities and set them up for success throughout their academic journey and career,” says Dr Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education , SA’s leading private higher education provider.

“While many parents and guardians adopt a ‘wait-and-see’ approach, the reality is that insufficient early exposure to relevant career guidance puts students at risk of making ill- or even misinformed education and career choices. Without adequate awareness of their abilities, potential opportunities, and the structural challenges to employment, the challenges of transitioning to higher education and the world of work can become daunting,”

Dr Batchelor says that having a clear idea of one’s general future direction, helps students establish the path towards a meaningful career, as well as find purpose in their school studies.

“Once you know what qualifications will be required for your future career field, you can then work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements at higher education institutions.

“For example, if you want to enter a legal career and ultimately become a lawyer - whether an attorney or an advocate - it is important to know that the only qualification that allows this progress is the Bachelor of Laws (LLB) degree. Students who are not adequately informed may incorrectly believe that they can enter a legal career with a Bachelor of Commerce in Law or a Bachelor of Arts in Law. Although these degrees allow further progression and articulation to a Bachelor of Laws (LLB) degree, it is only the Bachelor of Laws (LLB) degree that would allow ultimate entry into the legal profession.”

Staying with the legal example, students who aspire to run their own law firm and have been given proper guidance will know that it may be necessary to opt for a longer study route to ensure they obtain all the necessary entrepreneurial, business, management, and legal subject matter expertise. This could include completing a Bachelor of Commerce in Law first and after that pursuing a Bachelor of Law

“A career is more than just a job, it is a lifetime pursuit that provides fulfilment, purpose, and financial stability. The importance of choosing a career lies in its ability to provide direction and focus for your life goals and aspirations,” says Dr Batchelor.

“In high school, students are often only aware of the popular and common career choices or those which their social circle or family are associated with, whereas there are many more career opportunities in today’s working world with this list growing daily.”

Career guidance normally begins with an assessment of a student's skills, interests, and strengths. This information is then used to identify potential career paths that may be a good fit. A career counsellor may provide information about various occupations, such as job requirements, growth potential, and earning potential. They may also help students explore education and training options and offer advice on how to gain relevant work experience.

“The good news is that career guidance is accessible to everyone,” says Dr Batchelor.

“Any reputable higher education institution will have a career guidance or counselling office. We therefore encourage students to make an appointment and consult with a counsellor as early on in their high school education as possible, in order to ensure that they are fully equipped to make subject choice decisions that align with the entry requirements into the qualification they need to fulfil their academic and career aspirations.”

From pages to possibilities: How to inspire a love of reading in your child

tthomas@advtech.co.za (Tamara Thomas) — Fri, 11 Oct 2024 07:09:42 GMT

In South Africa, the ability to read for meaning is a critical skill that remains elusive for many children. According to the Reading Panel 2030 report, a staggering 78% of Grade 4 learners cannot read for meaning in any language. This alarming statistic underscores the urgent need to foster a love of reading among students to ensure their academic success and personal development.

“Reading is foundational to learning and personal growth. It enhances vocabulary, improves comprehension, and stimulates imagination. Moreover, reading is linked to better academic performance across all subjects. For South Africa, where educational disparities are significant, promoting reading can be a powerful tool to bridge the gap and empower future generations,” says Kassandra Strydom, Academic Advisor: Foundation Phase at ADvTECH , Africa’s leading private education provider.

Strydom emphasises that in a world dominated by social media and mobile devices, keeping a child's interest in reading can be challenging. However, she underscores that this is a vital responsibility for parents.

“By integrating reading into daily life from a young age, and making it an enjoyable activity, parents can help their children develop a lifelong love for reading, thereby improving their prospects of personal and academic achievement,” she says.

Strydom notes that the findings of the Reading Panel 2030 report highlight the critical need for efforts to ensure that all children in South Africa can read for meaning by 2030. And while the Department of Education committed to addressing challenges identified in the report at a recent session where Basic Education Minister Siviwe Gwarube delivered the keynote address, the mammoth task could not be left to educators alone, she said.

“Schools and teachers play an important role in teaching students how to read, but few are equipped to instil a genuine love for reading by the time children begin formal education. This essential passion must be nurtured at home to create a supportive environment where students can thrive once they master their ABCs.”

Strydom says parents play a pivotal role in nurturing a child’s love for reading, and says it can be done by:

CREATING A READING-FRIENDLY ENVIRONMENT & LEADING BY EXAMPLE

Second-hand books are often very affordable, and libraries are free, making it easy for families to fill their homes with a diverse selection that caters to their child's interests and reading level. Choosing books together can be a fun and exciting activity, providing valuable parent-child bonding time. Once the books have been selected, engaging in paired or shared reading experiences can enhance this connection. Creating opportunities to read together in a relaxed and intimate setting—whether snuggled on the couch or curled up in bed—makes reading feel special. This not only fosters a love for reading but also connects the activity to positive emotions and quality time spent together.

By modelling positive reading habits and setting aside dedicated reading time each day, parents can help cultivate a lifelong passion for books in their children.

USING TECHNOLOGY WISELY

Excessive screen time can negatively impact children’s development, prompting many schools to limit mobile phone usage to create more focused learning environments. To balance screen time at home, families can implement "reading timeouts" that benefit both child and parent.

While there are numerous reading apps and platforms that can make reading engaging, it’s important to choose those that offer personal learning pathways, allowing children to explore content beyond just reading.

These apps can foster deeper engagement with reading material by connecting it to real-world situations and encouraging critical thinking. However, it’s essential to also incorporate non-screen reading to ensure children develop a well-rounded love for literature alongside their digital experiences.

MAKING READING AN INTERACTIVE EXPERIENCE

When fostering a love for reading, it's important to ensure that the experience is interactive.

Encourage children to engage with books before diving into the text by taking time for ‘picture walks’, where they can flip through pages and explore the illustrations. This approach helps minimise distractions and prepares them for a more focused reading experience.

Consider using the "5 W" principle—asking who, what, when, where, and why questions about the book—to spark discussion and curiosity. Before reading, ask children what they think the story might be about, and always include the follow-up question, "How do you know that?" This encourages them to articulate their thoughts and develops metacognition—thinking about their thinking—making the reading experience richer and more meaningful.

SENS Announcement | 4 October 2024

tthomas@advtech.co.za (Tamara Thomas) — Fri, 04 Oct 2024 10:40:20 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

Johannesburg

4 October 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH acquires prime location for new University campus in Sandton

tthomas@advtech.co.za (Tamara Thomas) — Tue, 01 Oct 2024 10:00:59 GMT

ADvTECH to co-locate Varsity College and Vega onto 9 000-strong site in 2026

In a significant development for its Tertiary Division, the ADvTECH Group (ADvTECH) announced today that it has acquired a prime Sandton location where it will create a new University campus after concluding an agreement to purchase a former training and conference centre from FNB.

In line with the Group’s strategic intent, and its journey to full University accreditation, The IIE’s Varsity College Sandton and Vega Bordeaux will relocate to the new campus in time for the start of the 2026 academic year. The acquisition has received Competition Commission approval and will result in a R419 million capital investment over the next two years.

Commenting on the new University campus, ADvTECH CEO, Geoff Whyte said: “We are delighted to have secured an excellent location in the heart of Sandton where we can co-locate and expand two of our biggest tertiary brands.”

Centrally located off Grayston Drive, the spacious 47 000 m ² property is easily accessible by both road and public transport and will double student capacity from the current Varsity College and Vega campuses to 9 000 students.

Significant investment will go into renovating and adding to the existing facility – including the development of additional lecture facilities and a new sports centre.

“This new campus is an example of ADvTECH’s continued investment in the delivery of superior, technology-enhanced teaching and learning, and will further strengthen our position as the leading provider of private education in Africa,” added Whyte.

ADvTECH currently has a portfolio of eight tertiary brands across 33 campuses providing a comprehensive set of qualifications ranging from skills development to PhD. The Sandton campus will offer undergraduate to postgraduate qualifications.

SENS Announcement | 1 October 2024

tthomas@advtech.co.za (Tamara Thomas) — Tue, 01 Oct 2024 09:03:23 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

VOLUNTARY ANNOUNCEMENT TO SHAREHOLDERS: ADvTECH ACQUIRES PRIME LOCATION FOR NEW UNIVERSITY CAMPUS IN SANDTON

Significant investment will go into renovating and adding to the existing facility – including the development of additional lecture facilities and a new sports centre.

1 October 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Is your child ready for big school? How readiness is determined today

tthomas@advtech.co.za (Tamara Thomas) — Fri, 20 Sep 2024 08:25:43 GMT

In recent years, the approach to determining school readiness has undergone significant changes. Traditionally, school readiness assessments in Grade 0 focused heavily on evaluating whether children met specific academic and developmental benchmarks. However, this method often overlooked the individual growth and unique strengths of each child. Today, there is a shift towards a more holistic and supportive approach, emphasising continuous growth and tailored support, an education expert says.

“The modern approach places less emphasis on traditional assessments and more on measuring and supporting student growth over time,” says Lynda Eagle, Schools Academic Advisor at ADvTECH, Africa’s leading private education provider.

“This shift recognises that each child develops at their own pace and has unique strengths and areas for improvement. By focusing on growth, educators can better support students as they progress, extending their strengths and providing scaffolding where needed.”

THE MEANING OF SCHOOL READINESS

School readiness is an assessment of the degree to which a child is prepared to enter school and succeed in a learning environment, explains Eagle.

When considering school readiness there is a range of developmental areas – all inter-linked - that need to be considered: academic/cognitive, social, emotional and physical.

Collectively, a healthy development across these areas will indicate that a child is ready and able to adapt and thrive in their new setting, she says.

“School readiness is not just about knowledge. It involves a child’s ability to adapt, to manage their emotions, to positively interact with others and to follow routines.”

AREAS OF DEVELOPMENT

Children’s development will differ according to the child’s age and stage of development. The various elements considered are broadly defined as follows:

Physical : This includes both fine and gross motors skills that facilitate the child’s ability to control their body movements with increased accuracy and precision. The development of these skills ultimately prepares children for handwriting (letter and number formation) and the more physical activities required when participating in sport - such as running, jumping, and throwing a ball.

Cognitive development : Is the ability of the child to process and demonstrate their understandings of foundational skills through problem-solving, the following of instructions, the sequencing of events, and the ability to reason and apply what they have learned to new situations.

Social development : This considers the child’s ability to interact with others, to share, take turns, engage in collaboration and cooperate with others. Do they understand social cues, and are they able to interpret and respond appropriately to social cues, and recognise emotions?

Emotional development : This involves the ability of the child to self-regulate and manage their emotions and behaviours. It facilitates the building of the child’s self-confidence and ability to work independently – to make sound choices and to operate in a community effectively.

BEYOND TRADITIONAL ASSESSMENTS – DETERMINING WHAT IS BEST FOR THE CHILD

“When we fail to consider the age and developmental stage of a child, we risk trying to grow or develop their skills before they are ready, or before they have had the necessary foundational experiences, which can have a lifetime impact if there is a rush towards achieving school readiness,” says Eagle.

“An overemphasis on academic skills can lead to moving to abstract concepts without providing enough concrete experiences. Measuring and judging students against uniform pre-determined norms or standards fail to recognise their unique needs, talents and dispositions. This approach places undue pressure on both the adults and students in an attempt to meet these milestones and often at the expense of developing important essential or soft skills”.

Additionally, failing to consider cultural contexts means that norms are based on standards that do not align with the child’s unique experiences.

“Fostering a competitive environment can place pressure on a child’s well-being, sense of belonging and identity. When a child is labelled as not ready, it implies they are not worthy, leading to judgment rather than nurturing.”

Eagle says parents and educators need to take a balanced approach by determining whether the school is ready for the child, and whether it can work with a framework that recognises the rights of the child – adapting and designing learning experiences that address gaps and challenges.

“Rather than ticking boxes to determine school readiness (or not), it is our duty to focus on the child’s emotional, social and mental health – where they feel safe then they will be open to learning. We must be flexible and adaptive – to be inclusive and affirmative in our actions and behaviours – this includes the language that we use. The overriding recognition should be that children don’t mature or learn in the same ways. That is okay, and simply requires us to adjust accordingly.”

SQ and CQ: Why you need more than IQ, AQ and EQ in a tough job market

tthomas@advtech.co.za (Tamara Thomas) — Wed, 18 Sep 2024 10:21:52 GMT

Intelligence Quotient (IQ) has traditionally been considered a key indicator of potential, but it is increasingly no longer the sole indicator of personal and professional success, particularly in South Africa’s diverse environment. This is because Social Quotient (SQ) and Cultural Quotient (CQ) are emerging as additional key factors being considered when hiring and promoting candidates.

“Modern understanding recognises the crucial roles the various intelligences play in determining how effectively one navigates your educational and career journey,” says Talita van Wyk, Head of Programme at The Independent Institute of Education , SA’s leading private higher education provider.

IQ has long been the benchmark for assessing cognitive abilities, such as logical reasoning, problem-solving, and analytical skills. EQ, or Emotional Intelligence, measures one’s ability to understand and manage their own emotions and those of others. High AQ (Adaptability Quotient) is associated with qualities such as resilience, flexibility, and a proactive approach to problem-solving.

“While IQ, along with AQ (Adaptability Quotient) and EQ (Emotional Quotient), remain important qualities, our unique environment means that SQ and CQ are increasingly significant differentiators in the employment arena, and therefore individuals should also endeavour to develop these intelligences when building their personal brands” she says.

SQ refers to the ability to navigate social interactions and build strong relationships. It involves empathy, effective communication, and the ability to influence and inspire others. CQ is the capability to relate and work effectively across cultures - locally and internationally. “While each quotient individually contributes to professional success, their interplay is what truly sets top performers apart,” explains Van Wyk.

“For instance, a manager with high IQ and EQ can devise strategic solutions and motivate their team. However, without SQ, they might struggle to build trust and rapport, and without CQ, they could face challenges in a multicultural team.”

Professionals who excel in SQ and CQ are better equipped to handle the complexities of today’s workplace, as they are more adept at managing or working within diverse teams. That is why these skills are increasingly valued as organisations recognise the importance of diversity and inclusion for innovation and growth.

“The good news is that both SQ and CQ, together with the other intelligences, can be developed over time – particularly as awareness of these important qualities grow. As educators, both in the basic and higher education spheres, we should also endeavour to hone these skills to develop well-rounded and empowered individuals,” Van Wyk says.

CULTURAL QUOTIENT

“CQ involves understanding, respecting, and adapting to cultural differences to work effectively across diverse cultural contexts. It evaluates an individual’s capability to function effectively in culturally diverse settings,” says Van Wyk.

High CQ allows individuals to effectively communicate and interact with individuals from different cultural backgrounds, listen to and understand various perspectives, as well as adjust their behaviour and strategies to fit different cultural contexts and expectations authentically and without compromising their own values.

SOCIAL QUOTIENT

SQ pertains to understanding and managing social interactions and relationships, stressing the ability to understand social contexts and engage effectively with others. It measures an individual’s ability to navigate social environments, build and maintain relationships, and understand social norms and dynamics.

“A high SQ score is correlated with social awareness, that is, the ability to understand and interpret social cues and dynamics within different groups or environments. Its value arises from the ability to build and maintain healthy and productive relationships through effective communication and conflict resolution,” she says.

Van Wyk notes that while AQ, SQ and CQ are relatively recently recognised traits, they are not stand-alone individual traits, but rather are inter-connected, together with IQ and EQ.

“Understanding the existence and benefits of these traits and how they can enhance one’s educational and career journey are important first steps towards developing them,” says Van Wyk.

“To this end, it is important to embrace change, viewing it as an opportunity for growth rather than a threat. We need to be willing and able to step out of our comfort zones regularly, all the while developing our knowledge and skills.”

Cambridge curriculum: What parents need to know before they sign up

tthomas@advtech.co.za (Tamara Thomas) — Wed, 11 Sep 2024 07:15:51 GMT

Over the past decade, as the Cambridge curriculum gained popularity in South Africa, the number of schools and institutions offering this internationally recognised education pathway mushroomed across the country. However, as many parents who wanted to ensure their child received the best possible education came to realise, not all schools are equally equipped to deliver the curriculum effectively.

“It is not unusual for students and parents to arrive late in their school journey only to find out that they are not ready whatsoever for their final exams, despite having performed adequately before,” says Marlene Van Der Wath, Brand Academic Head at ADvTECH Schools, Africa’s leading private education provider.

She says the Cambridge curriculum has unique requirements and logistics which, if not properly understood, supported and implemented, can leave students significantly in the lurch.

“We therefore encourage parents to ensure they have done their due diligence checks before enrolling their child at a school offering the Cambridge curriculum, to ensure the student is able to complete their schooling successfully and with as little additional pressure as possible,” she says.

THE CAMBRIDGE CURRICULUM

The Cambridge curriculum stands out as an exceptional educational path due to its comprehensive and challenging framework. It is meticulously designed to foster critical thinking, problem-solving, and analytical skills from an early age through to advanced levels.

By offering a structured progression from the Early Years through Primary, Lower Secondary, IGCSE, and AS/A Levels, it ensures that students build a solid academic foundation and are well-prepared for higher education. Additionally, its global recognition opens doors to universities and career opportunities worldwide, making it an ideal choice for students aiming for academic excellence and international prospects. Cambridge also continually revises their curricula to keep up with international trends and research regarding education.

KEY FACTORS WHEN EVALUATING A CAMBRIDGE SCHOOL

Accreditation and recognition

When selecting a school, it’s crucial to verify that it holds accreditation from Cambridge Assessment International Education. This accreditation ensures that the school undergoes regular inspections and adheres to specific quality standards. Additionally, it’s important to confirm that the school’s qualifications are recognised by South African universities and other international institutions, ensuring that students have access to a wide range of higher education opportunities both locally and globally.

Qualified and experienced staff

When evaluating a school, it’s important to assess the qualifications and experience of the teaching staff. Educators should have specialised training in the Cambridge curriculum and a proven history of effectively supporting students through it. Additionally, seek out schools that offer continuous professional development for their teachers, to ensure they remain current with the latest educational methodologies.

Curriculum delivery and support

To determine a school’s approach to delivering the curriculum, it’s important to look for a balanced method that combines both theoretical knowledge and practical application. This means that while students are learning the fundamental concepts and theories, they are also given opportunities to apply this knowledge in real-world scenarios, through activities like experiments, projects, and hands-on learning experiences. This approach helps students to better understand and retain information, making their education more meaningful and engaging.

Additionally, it’s crucial to ensure that the school provides ample support for students. This can include tutoring services for those who need extra help with their studies, mentoring programmes to guide students through their academic journey, and access to resources such as well-equipped libraries and modern laboratories. These resources can significantly enhance the learning experience, providing students with the tools they need to succeed academically and develop a deeper understanding of the subjects they are studying.

Also, ensure the school has access to Cambridge-approved textbooks and learning materials.

·Student performance and outcomes

Examine the school’s historical performance, and speak to past and current students and parents. Consistently high pass rates and top grades are strong indicators that the school effectively delivers the curriculum and supports student achievement. This data can provide valuable insights into the quality of education and the effectiveness of teaching methods employed by the school. This applies not only to the top achievers, but also the students who are supported to perform to the best of their ability to improve their grades.

Additionally, take into account the achievements of the school’s alumni. Investigate how former students have fared in higher education and their subsequent career paths. Successful alumni who have gained admission to prestigious universities and excelled in their professional lives reflect positively on the school’s long-term impact. This information can help parents gauge the school’s ability to prepare students not just for exams, but for future academic and career success.

“Going the Cambridge route can solidly position your child for a successful academic journey and future success,” says Van Der Wath.

“But choosing the right school for your child’s Cambridge education is crucial for their successful academic and personal development.”

Adaptive learning: why traditional methods fall short in today’s classrooms

tthomas@advtech.co.za (Tamara Thomas) — Tue, 03 Sep 2024 14:16:40 GMT

South African classrooms today are more diverse than ever before, and the need for personalised learning journeys are greater than ever before. To ensure that each student reaches their full potential within these diverse environments, the adoption of adaptive learning is increasingly becoming a non-negotiable, an education expert says.

“The traditional one-size-fits-all approach to teaching is becoming increasingly outdated as adaptive learning comes into its own,” says Malecia Makgata, Instructional Designer at The Independent Institute of Education , SA’s leading private higher education institution.

As classrooms and student bodies continue to diversify in several areas, including but not limited to culturally and ethnically, with various curricula preferences, language diversity, learning styles and abilities and socioeconomic diversity, the need to harness technological advancements in learning becomes ever greater, she says.

“Adaptive learning is a revolutionary method that tailors educational experiences to meet the unique needs of each student. By leveraging technology and real-time data, adaptive learning systems can adjust the pace, style, and content of instruction and just-in-time feedback, ensuring that every learner can achieve their full potential.”

Makgata says the importance of adaptive learning cannot be overstated. It not only enhances student engagement and performance but also fosters an inclusive environment where all students feel empowered and supported.

“To truly embrace the benefits of adaptive learning, educational institutions must rethink and redesign their teaching strategies, moving away from rigid syllabi and towards more flexible, personalised learning experiences. This shift is essential for preparing students to thrive in an increasingly complex and dynamic world,” she says.

Makgata says the days of the traditional classroom experience – where everyone learned at the same pace, using the same textbooks, and listening to the same material taught by their teachers – are rapidly fading.

Adaptive learning, also known as personalised learning, is an innovative approach to Teaching and Learning that uses AI and Learning Management Systems (LMSs) to tailor-make learning paths for each student, meeting them where they are in their learning journey, whilst still working towards the common goal of achieving the learning outcomes in a specific course.

“Imagine a learning journey where you receive instant, personalised feedback pinpointing areas for development and growth, accompanied by tailored recommendations for resources and learning pathways that address your unique needs, empowering you to bridge knowledge gaps and solidify new skills at your own pace, accelerating or decelerating as needed,” explains Makgata.

“With personalised learning, this is a reality. By tailoring the learning experience to individual students' needs, interests, and learning styles, personalised learning increases student engagement and motivation, leading to improved academic achievement and increased graduation rates. Whether you quickly master a concept because the content perfectly matches your learning style or cognitive development level, or need extra support to grasp a difficult idea, personalised learning ensures a more enjoyable and effective experience, resulting in higher student satisfaction and reduced dropout rates.”

While adaptive learning plays an important role at school level, it is imperative for higher education institutions to embrace the adaptive learning approach as rapidly as they can, Makgata says.

“It is especially beneficial for students with diverse learning needs, including those with disabilities, language barriers, or varying learning styles. It improves equality of opportunities and empowers students to learn in a way that suits them best.

“Lecturers also benefit, as they can now focus on guiding and supporting individual students by utilising LMS system analytics and the results from micro-assessments to quickly determine where students require additional support or even more challenging approaches, enabling them to adjust their instruction on-the-go,” says Makgata.

She says it is evident that personalised learning has a profoundly positive impact on students.

“By tailoring the learning experience to individual needs, personalised learning increases students' interest and learning achievement, while also enhancing critical thinking and problem-solving skills.

“This flexible approach empowers students to learn at their own pace, fostering a sense of autonomy and agency. Ultimately, personalised learning enables students to become more confident and effective learners, better equipped to embrace challenges and pursue lifelong learning with enthusiasm and resilience.”

ADvTECH delivers another strong set of results at the half year

tthomas@advtech.co.za (Tamara Thomas) — Mon, 26 Aug 2024 06:10:05 GMT

ADvTECH delivers another strong set of results at the half year

Cementing its position as the leading provider of private education on the African continent

26 August 2024: Commenting on the results, ADvTECH CEO, Geoff Whyte, said: “ Driven by robust fundamentals in the business, ADvTECH delivered another strong set of results for the six months ended 30 June 2024. This was achieved through healthy growth in enrolments, moderate fee increases and continued margin improvement, despite a challenging economic environment.” 

“ We continue to invest in the delivery of superior, technology-enhanced teaching and learning, strengthening our competitive advantage and further cementing ADvTECH as the leading provider of private education on the African continent. ”  

Group: Operational and Financial Performance 

Enrolments up 6%
Operating profit up 15% to R865m (2023: R754m)
Operating margin up from 19.2% to 20.2% 
Normalised earnings per share up 16% to 97.7 cents

The Education divisions recorded revenue growth of 12% year-on-year, due to healthy enrolment growth across both Schools and Tertiary (up 4% and 7% respectively).  

Operating margin in the Education business improved to 23.5% (2023: 22.8%) through the benefit of operating leverage and via the Group’s continued drive for efficiency gains. This more than offset the additional costs incurred to enhance ADvTECH’s offering through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and student information systems. 

Normalised earnings for the period increased by 17% to R535 million (2023: R459 million) while normalised earnings per share increased by 16% to 97.7 cents (2023 84.3 cents) per share. 

Cash generated from operating activities increased by 12% to R1 959 million (2023: R1 749 million) underscoring the strong cash generating capacity of the Group. 

Informed by the Group generating cash in excess of that required to fund its investment programme, the Board decided to increase the dividend payout. Management of the group’s capital structure and optimising return on equity was also considered in this decision. The Board declared an interim dividend of 38.0 cents (2023: 30.0 cents) per ordinary share in respect of the six months ended 30 June 2024. This represents an increase of 27%.

Divisions: Operational and Financial Performance 

Schools South Africa 

Enrolments up +5% 
Revenue up 11% 
Operating profit up 12%

The Schools division in South Africa continued to enhance its value propositions and to win market share. All the division’s brands recorded volume and operating profit growth. 

Revenue increased by 11% to R1 556 million (2023: R1 402 million) and operating profit increased by 12% to R316 million (2023: R282 million) with the operating margin improving to 20.3% (2023: 20.1%). 

In response to sustained demand for quality education in the mid-fee sector, a Pinnacle College campus, scheduled to open in January 2025, is currently under construction in Ridgeview, Roodepoort. Furthermore, strong enrolment growth at Pinnacle College Raslouw in Centurion, necessitated the build-out of the balance of the school, several years ahead of plan.

Schools Rest of Africa 

Enrolments up +4% 
Revenue up 11% 
Operating profit up 29%

ADvTECH’s schools brands in the rest of Africa continued to experience strong enrolment growth. Revenue increased by 11% to R214 million (2023: R193 million), while operating profit increased by 29% to R62 million (2023: R48 million). Operating margin improved from 24.7% to 28.7% driven by operating leverage.

Construction of the next phase of Crawford International in Kenya will commence in the fourth quarter of 2024 in response to continued strong demand, driven by the school’s market leading academic offering. 

The Group’s Cambridge International curriculum offering, that was introduced in 2021, is also experiencing strong demand, with parents increasingly choosing this curriculum for their children. As this offering is at a higher fee, it is having a positive impact on the financial performance of these schools. 

Gaborone International School continues to perform exceptionally well, with strong enrolment growth and excellent academic results. The second phase of development to increase capacity to accommodate 3 250 students and to refurbish the pre-primary school has now been completed. 

Tertiary/University 

Enrolments up 7% 
Revenue up 13% 
Operating profit up 16%

The Tertiary division performed well and continued to grow off the back of a well-established, high quality brand portfolio that offers a comprehensive range of programmes and qualifications. ADvTECH’s ability to provide multi-channel modes of delivery (contact, blended, online, full-time, part-time and distance) is fundamental to enhancing its student value proposition. 

Revenue increased by 13% to R1 693 million (2023: R1 500 million) and operating profit grew by 16% to R436 million (2023: R375 million). Benefitting from effective cost containment measures, operating margin increased to 25.8% (2023: 25.0%).  

Expansion projects are currently under way at Rosebank College’s mega-campuses in Cape Town, Pretoria and Braamfontein. 

A new purpose-built Vega campus is under construction in Pretoria, adjacent to Varsity College, which will be more suitable than the existing premises. In addition, ADvTECH completed expansion projects at the Varsity College Pretoria and Cape Town campuses to increase capacity in response to continued strong demand.  

Following the publishing of draft regulations in September 2022 by the previous Minister of Higher Education and Training, which set out the criteria to qualify as a university, amended criteria were published in April this year. ADvTECH submitted its comments in May and await the publishing of the Gazette, which is anticipated before the end of 2024.  

“ Recognition as a University will ultimately benefit our students who will then rightfully be afforded the same status as their Public University peers. We continue to engage with the Department of Higher Education and Training to move forward on this issue ,” said Whyte.  

The Group is in the process of acquiring a suitable building to be adapted into a university campus. Should the purchase be approved by the Competition Commission, it will result in a R419 million capital investment over the next two years.  

Resourcing 

Operations outside South Africa continue to fuel growth

Revenue decreased by 3% to R810 million (2023: R837 million), with the decline of 16% in South Africa driven by muted recruitment activity in a challenging trading environment. Revenue in the rest of Africa declined by 1% due to a few low margin contracts coming to an end. 

Operating profit increased by 3% to R51 million (2023: R50 million) however. This was achieved due to an increase of 24% in operating profit from the rest of Africa to R55 million (2023: R45 million) driven by low margin contracts being replaced by higher margin contracts, more than offsetting the impact of the loss experienced in South Africa. 

Alternative Energy Solutions 

ADvTECH is committed to minimising environmental impact across our operations. Notwithstanding the recent suspension of loadshedding, the Group continues to roll out solar solutions to reduce our electricity cost and carbon footprint. In addition to five sites that already have solar solutions, installations are currently under way at three sites with the highest electricity usage. Thereafter, ADvTECH will continue the rollout to all remaining sites where a solar solution is feasible.   

Prospects 

ADvTECH is uniquely positioned to enrich people’s lives by being the leader in teaching and learning across the African continent. Strong demand for quality education continues across all our chosen markets.

“ The Group’s solid balance sheet, strong cash generation, growing scale and expertise in Africa and unrelenting focus on extending competitive advantage in both the Schools and Tertiary Divisions, places us in a good position to maintain our growth trajectory and invest with confidence in areas of opportunity ,” concluded Whyte. 

SENS Announcement | 26 August 2024

Mon, 26 Aug 2024 06:10:00 GMT

School change: how to determine if moving on is right for your child

tthomas@advtech.co.za (Tamara Thomas) — Thu, 22 Aug 2024 06:20:12 GMT

School choice is not a straightforward ticking-of-the-boxes exercise. As all parents know, there are many factors that influence the decision-making process. Even when exhaustive investigations have been done, questions may still remain whether the right choice was made.

At this time of year, following the mid-term exams, and looking forward to a new school year, parents may be considering moving schools due to various factors – academic, social and emotional. The decision to move schools is a significant one that can come with major upsides but also unforeseen downsides, and therefore warrants careful consideration.

Education experts from ADvTECH Schools say that while moving schools is a hard call to make, there are ways to determine whether a child’s current school is the best fit for them, or whether they will be best served in a new or different environment.

Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, says there are a few factors to take into consideration when assessing if a school is a good match. They include the questions of:

Progress or Regresses : If your child is no longer making progress or is regressing despite the support in place, it may indicate that the current environment is not meeting their needs.
Emotional Distress : If your child exhibits consistent emotional distress, anxiety, or behavioural issues that seem exacerbated by the school setting, this might be a sign that the environment is not conducive to their well-being.
Lack of Adequate Resources : If the school is unable to provide the necessary resources, therapies, or accommodations that your child needs to thrive, it might be time to explore other options.
Mismatch in Educational Philosophy : If the school’s approach to education and support structures does not align with your child’s learning style or needs, it could be beneficial to seek a school with a more tailored approach.

“The ideal environment varies based on the child’s specific challenges; for example a child with learning difficulties might need a more specialised setting, which offers individualised learning plans, smaller class sizes, and dedicated support staff,” she says.

Sutherland says when considering alternative options, parents should:

Visit Schools : Schedule visits to potential schools to observe the environment, meet the staff, and see how the school operates on a day-to-day basis.
Speak to the Principal : Have an in-depth conversation with the principal or head of the learning support team. Discuss your child’s specific needs and how the school can meet them.
Assessments : Arrange for your child to be assessed by an educational psychologist or a specialist to gain a clear understanding of their needs and the type of environment that would best support their development.
Talk to Other Parents : Connect with parents who have children with similar challenges to hear their experiences with different schools.

“Trusting your instincts as a parent is important. If you feel that your child’s current school is not meeting their needs, exploring other options may be the best decision for your child’s long-term success and happiness. How your child responds to school (happy or anxious) is a good determiner of how your child copes at school. Academic success is very much connected to emotional well-being, especially for children who require additional support.”

Marion Kohler, Principal at Abbotts JHB South, says there are a number of reasons as to why a school does not work out for student.

“It could be for emotional reasons, where the child is not making friends, or there has been social isolation. Academic progress could also be a factor, where the child feels they are not getting the necessary support from the teachers or school, or that their subject offering is not aligned with future goals.

“However, it is important to differentiate between typical challenges that can be overcome with time and support, and those that are perhaps just an incompatibility with the school environment. If the issues persist despite efforts to address them, it may be time to consider a change. A school cannot be everything to everybody.”

Kohler says when considering changing schools, it is important to look at the specific needs of a child when looking for a good fit for children with specific challenges.

“Most good schools will offer support for children with barriers to learning, in the form of concessions for exams and tests. There are also more niche schools that are very accommodating of children with mild autism, ADHD, learning barriers such as slow processing speeds, dyslexia, dyscalculia and those with mental health challenges.

“If a child has neurodiverse challenges that are more severe than those mentioned, a school with a stronger support system, such as specialized education services and teachers trained in differentiated instruction for these types of students would be a better fit.”

When investigating alternative options, word of mouth from current parents in a school would be wise, and definitely a visit to the school with an appointment to see the principal could support the decision to change schools.

“Obviously, proximity to home, affordability and fit are important factors to consider. Thereafter, schedule an appointment with the principal and a tour of the school. One gets a ‘feel’ of the culture and climate of the school, what their offerings are and whether you think your child would settle in the environment,” says Kohler.

When contemplating changing schools it is important to weigh up the concerns against potential opportunities, she says.

“If the concerns are ongoing and are affecting a child emotionally, such as bullying, or a general anxiety, perhaps an online school or a school with fewer students may be a better fit.

“However there is also value in remaining in the same school, as it allows students to build deeper relationships with peers and teachers and to develop coping mechanisms including grit, emotional regulation, resilience, perseverance and a growth mindset.”

Pathways to prosperity: Industry engagement fuels graduate success

tthomas@advtech.co.za (Tamara Thomas) — Tue, 20 Aug 2024 06:57:35 GMT

Professional industry insight crucial for the creation of effective university curricula & work readiness

Professional industry experts possess valuable insights into the complexities of day-to-day business activities, including rapid developments in their respective fields, which means they have a crucial contribution to make in the development of university curricula. By integrating the necessary skills, knowledge, and practical work experience required by graduates, these professionals can significantly contribute to the enhancement of curricula, an education expert says.

“Too many of our graduates in South Africa leave university with little more than academic - and unfortunately often outdated academic - knowledge only, rendering them ill-equipped to make a positive contribution in the workplace and our economy,” says Cymbeline Harilal, senior Instructional Designer at The Independent Institute of Education , SA’s leading private higher education provider.

“For this reason, it is incumbent on industry and higher education to work together to ensure curricula remain dynamic and responsive to the rapid developments we face today. Day-to-day industry variations and expert insights can significantly benefit students, providing them with practical knowledge that extends beyond lecture rooms,” she says.

Harilal says industry professionals can shape the hierarchical levels of curricula, delineating them into programme modules with focused learning outcomes.

“Their support, advice and guidance are crucial in advising on prescribed materials, supplementary resources, and scaffolding-specific learning units. This includes recreating job-specific scenarios to assess students' practical skills.”

Public universities and their private counterparts need to make a concerted effort to ensure their curricula reflect the real world of work at any given time to ensure their students are optimally prepared for the demands of their profession following graduation, by engaging subject matter experts.

“These industry experts can assist in designing learning activities that simulate practical, on-the-job scenarios, integrating these into assessments such as quick spot tasks, projects, assignments, and evidence portfolios. Professional partnerships in the development and design of university curricula can also aid in positioning relevant teaching and learning strategies and integrating technological tools and software used in industry,” notes Harilal.

“This provides students with practical skills, making their university experience a relevant end-to-end learning journey. Additionally, this collaboration can contribute insights into the professional development of students during their studies, preparing them to be knowledgeable and impactful in their roles in the industry, and incorporating sustainability and environmental considerations through effective curriculum design.”

The involvement of industry professionals in monitoring, evaluating, and providing feedback for continuous improvement in closing the feedback loop is also essential for identifying and supplementing curriculum gaps. This collaboration will positively impact careers and business objectives, ensuring that graduates are well-prepared for the evolving demands of the workforce.

EVOLUTION OF INDUSTRY & ITS ROLE IN HIGHER EDUCATION

As industries evolve, so do their talent needs, necessitating that university curricula adapt accordingly. This can be achieved by establishing a coherent feedback loop, initiated by the relevant stakeholders, wherein universities conduct needs analyses, identify industry trends, and integrate these insights into curricula tailored to specific career paths.

“Industry professionals often possess extensive experience in both global and local areas which is imperative for the university curricula to prepare students for careers in both spheres. Industries can play a vital role by sharing their knowledge and merging it with university studies, thus equipping students for future roles,” says Harilal.

“There is an imperative for industries to drive the integration of essential workplace skills into university curricula.”

Jonas Prising, CEO of ManpowerGroup, has previously said: "Organisations have to act differently. Creating shareholder value can only be done in conjunction with taking care of employees, customers, and communities. That includes the responsibility to help people learn new skills, adapt for future jobs, and become creators of talent.”

University curricula serve as a prime area for skilling and reskilling, encompassing hard and soft skills along with essential values and attitudes.

“Professionals can influence university curricula, leveraging their competencies to design programmes underpinned by ethical and professional standards used in industry, thus ensuring adherence and quality as stipulated by regulatory and professional bodies such as the DHET, CHE, SAICA, and law societies,” says Harilal.

“The value of professional input is crucial in shaping higher education to consider the sequencing of modules, industry relevance within programmes, clarity of instructional language, and industry-specific terminology that goes beyond textbook knowledge. It is therefore incumbent on all roleplayers to investigate and rapidly implement this best practice model, to ensure South African graduates enter the workplace confidently and, very importantly, competitively.”

VOLUNTARY TRADING STATEMENT FOR THE SIX MONTHS ENDED 30 JUNE 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 14 Aug 2024 06:04:45 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

VOLUNTARY TRADING STATEMENT FOR THE SIX MONTHS ENDED 30 JUNE 2024

The board hereby advises on its expectations of the financial results for the six months ended 30 June 2024.

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

Basic NEPS and Basic headline earnings per share (“HEPS”) for the six months ended 30 June 2024 are expected to be between 13% and 18% higher than the comparative reporting period for the six months ended 30 June 2023 ("the comparative period") or between 95.3 and 99.5 cents per share as compared to 84.3 cents per share in the comparative period.

Basic earnings per share ("EPS") for the six months ended 30 June 2024 is expected to be between 13% and 18% higher than the comparative period or between 95.4 and 99.6 cents per share as compared to 84.4 cents per share for the comparative period.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the six months ended 30 June 2024 on the JSE’s Stock Exchange News Service on or about Monday, 26 August 2024.

14 August 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

IIE MSA Water Symposium 2024

tthomas@advtech.co.za (Tamara Thomas) — Fri, 02 Aug 2024 09:07:52 GMT

Short-term gain vs long-term brand damage pain

tthomas@advtech.co.za (Tamara Thomas) — Wed, 24 Jul 2024 07:08:53 GMT

WHY MARKETERS NEED TO RETURN TO THE FUNDAMENTALS

Decades ago, when marketing first emerged as a coined phenomenon and went on to become a major profession, the aim of the discipline was to understand consumers deeply, and use this understanding to apply effective principles and practices to create compelling messages. The model was straightforward: marketers give, consumers take.

However, this simplicity couldn’t – and didn’t - endure forever. Today, as a result of social media and other online channels, the lines of communication have morphed into a multi-dimensional web, challenging traditional roles. Yet finding the right balance between the new and the old has now become crucial, as brands that go down the social media blast route – without a holistic marketing strategy – increasingly discover to their dismay, says Yathika Gowpall, Head of Programme: Marketing and Consumer Behaviour at The Independent Institute of Education , SA’s leading private higher education provider:

“The rise of social media and digital platforms has transformed the marketing landscape into a complex, interactive environment. Consumers are no longer passive recipients of marketing messages; they are active participants who engage, share, and influence brand narratives. This shift requires marketers to rethink their strategies and embrace a more dynamic approach to communication,” she says.

However, brands that rely solely on social media blasts often find their efforts falling flat.

“Without a cohesive strategy, these messages can become noise, easily ignored by consumers who are bombarded with content daily. The lack of personalisation and engagement can lead to a disconnect between the brand and its audience, ultimately harming the brand’s reputation and effectiveness.”

Gowpall says marketers must adopt a holistic approach that integrates various channels and tactics. This means understanding the unique strengths of each platform and how they can work together to create a unified brand message, all the while keeping marketing fundamentals at the forefront. She says a holistic strategy involves:

· Personalisation which tailors messages to individual consumer preferences and behaviours to create more meaningful connections.

· Engagement by encouraging two-way communication and fostering a community around the brand.

· Consistency by maintaining a consistent brand voice and message across all channels to build trust and recognition.

· Data-Driven Decisions which use data analytics to understand consumer behaviour and optimise marketing efforts.

“In today’s digital age, authenticity is more important than ever,” says Gowpall.

“Consumers are savvy and can easily spot insincerity. Brands that are transparent, genuine, and true to their values are more likely to build lasting relationships with their audience. Authenticity fosters trust, which is crucial for long-term success.”

Finding the right balance is key to standing out and achieving sustainable success.

“We have to rekindle the essence of the profession - by putting the market back into marketing. Does being in the driver's seat mean that we advocate for a blast from the past? Not at all. Rather, we need to delve deeper into the crux of marketing in a way that the market can relate to.”

Gowpall says there is a cautionary tale in the recent marketing approach of an energy drink that took the country by storm.

“That phenomenon today represents a prime example of how an initial gain can turn into long-term pain for a brand if marketing fundamentals are left by the wayside.

“As we saw during the initial frenzy, influencer marketing had a huge impact, with people queueing for hours and paying outlandish prices to get their hands on the prize. But soon, the influencer-marketing fizzled out and the approach proved to be short-sighted, with crates of the product now standing for the most part untouched on supermarket shelves.”

Conventional wisdom would have told us that just having influencers marketing a product isn’t always enough, says Gowpall.

“Regardless of their fame and following, connecting with the audience in a deep and meaningful way is far more important and enduring. The countless number of TikTok videos wasn’t enough to keep the energy drink leading the market for long.

“Today this once exclusive brand is available anywhere and everywhere selling at a price lower than anyone could have predicted. Few will be able to recall seeing or hearing the slightest mention of the product on social media over the last few months.”

This proves that regardless of how much marketing has changed, mastering the fundamentals is the only way.

“We need to balance out the traditional with the modern approach to marketing. For the real marketers, this is a reflective conversation and we need to understand how we will go forward, navigating between what we see and what we know in a world that is constantly changing.”

ADvTECH and IIEMSA jointly hosts the 'Small changes for big results' competition

tthomas@advtech.co.za (Tamara Thomas) — Wed, 10 Jul 2024 14:17:43 GMT

The Centre for Water and the Environment at the IIE MSA, in partnership with the Ecological Engineering Institute of Africa (EEIA), hosted the third annual IIE MSA Water Symposium on 4 and 5 July 2024. This year, the Symposium's theme was ‘Citizen Science - Uniting Science and Society for Sustainable Solutions’. In support of this theme and because education is key to address sustainability, The IIEMSA Centre for Water and Environment and ADvTECH jointly hosted the 'Small changes for big results' competition.

The aim of the competition was to encourage students to come up with innovative and creative solutions to reduce their school’s environmental impact. No limits were imposed – as long as the focus was on sustainability. We received video and poster entries from across Africa, offering solutions to issues like food and solid waste, water scarcity and energy. The competition was open to all Prep and College students at ADvTECH schools and students could enter either as a group or as individuals.

The winning entry, which focused on recycling of waste, was received from a Grade 6 student at Maragon Olympus, Albie Nel. Albie embarked on a mission to create awareness at his school about the importance of recycling and, to do this, he devised an experiment that demonstrated that placing recycling bins in strategic, highly visible places created awareness of, and interest in, recycling and led to more students recycling waste. Albie won R5000 for his entry and R25 000 for his school to implement his recycling solution.

Omoshonevho Aliu from Gaborone International School, won second prize for a proposed solution to water wastage and shedding, while the third prize went to Lisa Murori from Crawford International School in Kenya, for a solution to food waste management and disposal at her school.

Education is key to addressing and responding to sustainability risks, like climate change, pollution and water scarcity. With this competition, we hoped to harness the power of education by giving students in our schools the opportunity to use knowledge, creativity and future-forward thinking to come up with innovative, inventive strategies to deal with current and future risks facing our planet. The outcome has shown us that our students do, indeed, understand that ‘small change’ can make a huge impact, if consistently implemented.

About the The IIE MSA’s Centre for Water and the Environment:

The Centre aims to understand the nexus between water, people and the environment in southern African and focuses on advancing research and building capacity, knowledge and resilience in the field of water resources management, environmental conservation and sustainable development (in line with the UN’s Sustainable Development Goals (SDGs)). The Centre hosts an annual symposium focused on topical issues affecting water and the environment which is focused on bringing researchers, practitioners and the community together to collaborate, network, learn and engage on these issues.

From STEM to STEAM: Why schools must integrate art & science to equip students for the future of work

tthomas@advtech.co.za (Tamara Thomas) — Wed, 10 Jul 2024 07:14:58 GMT

In today’s rapidly evolving world, education must prepare students not only for the challenges of the present but also for the uncertainties of the future. The traditional STEM (Science, Technology, Engineering, and Mathematics) curriculum has been the cornerstone of scientific and technical education over the past decade. However, there’s a growing recognition that to thrive in a dynamic global landscape, students need more than just analytical skills—they need creativity, adaptability, and the ability to think divergently, an education expert says.

“STEAM education is an innovative approach that integrates the arts, represented by the “A” in STEAM, into the STEM framework,” says Dumi Manganye, Academic Advisor: Data & EdTech at ADvTECH Schools.

“Integrating arts into the STEM framework ensures that students are exposed to holistic learning throughout their academic journey. By combining the sciences with the arts, STEAM education promotes a more holistic understanding of the world, recognising that creativity, aesthetics, and emotional intelligence are essential components of a well-rounded education. When students engage in artistic expression alongside scientific exploration, they develop a deeper appreciation for both disciplines,” he says.

STEM alone tends to focus on “finding the right answer”, whereas incorporating art encourages divergent thinking. Divergent exploration ensures the consideration of multiple solutions, embracing ambiguity, and thinking outside the box, says Manganye.

“When we integrate arts into the traditional STEM curriculum, we create an environment where students can innovate, experiment and invent. Whether it’s designing a sustainable building, composing a musical piece, or creating a digital animation, the arts inspire novel approaches and imaginative solutions.”

Manganye explains that STEAM education fosters problem-solving skills by encouraging students to tackle real-world challenges. Imagine a project where students design a solar-powered sculpture that not only generates energy but also captivates viewers with its aesthetics. Such interdisciplinary projects require collaboration, critical thinking, and an understanding of both technical and artistic principles.

Schools and educators therefore play a pivotal role in making STEAM a reality. ADvTECH Schools, such as Crawford International, Pinnacle Colleges, Trinityhouse, Niche schools and schools in the rest of Africa, have therefore sought to ensure their pioneering STEM offering integrates holistically into arts education.

“We achieve this by assigning projects that require both technical expertise and creative expression. Our assessments evaluate both convergent and divergent skills. Assessments shouldn’t merely test knowledge; they should also gauge creativity, collaboration and originality,” says Manganye.

“As educators equipping the next generation of leaders, it is our duty to ensure we develop those skills that will empower our future innovators. The job market is ever-evolving, and future employers will seek individuals who can adapt, communicate, and innovate.

“STEAM graduates possess a unique blend of skills—they can code, analyse data, and also communicate their findings through compelling visualisations or persuasive narratives. Whether they become engineers, designers, or entrepreneurs, they’re better equipped to thrive in a world where boundaries between disciplines blur.”

SENS Announcement | 14 June 2024

Fri, 14 Jun 2024 11:57:05 GMT

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 DIRECTORS, A DIRECTOR OF A MAJOR SUBSIDIARY, PRESCRIBED OFFICERS AND GROUP COMPANY SECRETARY

Name of Director: JDR Oesch

Designation: Group Commercial Director

Nature of transaction: Off-Market acceptance of shares by participants to be obtained at future vested periods in terms of the ADvTECH Limited Management Share Incentive Scheme (MSI).

Number of securities: 191 413

Date of Award 21 May 2024

Class of securities: Ordinary

Price of share: R27.95

Total value of transaction: R5 349 993.35

Date of transaction: 14 June 2024

Nature of interest: Direct beneficial

Name of Officer: DL Honey

Designation: Prescribed Officer

Nature of transaction: Off-Market acceptance of shares by participants to be obtained at future vested periods in terms of the ADvTECH Limited Management Share Incentive Scheme (MSI).

Number of securities: 125 259

Date of Award 21 May 2024

Class of securities: Ordinary

Price of share: R27.95

Total value of transaction: R3 500 989.05

Date of transaction: 14 June 2024

Nature of interest: Direct beneficial

Name of Officer: MD Aitken

Designation: Prescribed Officer

Nature of transaction: Off-Market acceptance of shares by participants to be obtained at future vested periods in terms of the ADvTECH Limited Management Share Incentive Scheme (MSI).

Number of securities: 106 045

Date of Award 21 May 2024

Class of securities: Ordinary

Price of share: R27.95

Total value of transaction: R2 963 957.75

Date of transaction: 14 June 2024

Nature of interest: Direct beneficial

Name of Officer: L Wiseman

Designation: Prescribed Officer

Nature of transaction: Off-Market acceptance of shares by participants to be obtained at future vested periods in terms of the ADvTECH Limited Management Share Incentive Scheme (MSI).

Number of securities: 77 056

Date of Award 21 May 2024

Class of securities: Ordinary

Price of share: R27.95

Total value of transaction: R2 153 715.20

Date of transaction: 14 June 2024

Nature of interest: Direct beneficial

Name of Officer: SCD Lurie

Designation: A director of a major subsidiary of ADvTECH, The Independent Institute of Education (Pty) Ltd

Nature of transaction: Off-Market acceptance of shares by participants to be obtained at future vested periods in terms of the ADvTECH Limited Management Share Incentive Scheme (MSI).

Number of securities: 49 293

Date of Award 21 May 2024

Class of securities: Ordinary

Price of share: R27.95

Total value of transaction: R1 377 739.35

Date of transaction: 14 June 2024

Nature of interest: Direct beneficial

Name of Officer: CB Crouse

Designation: Group Company Secretary

Nature of transaction: Off-Market acceptance of shares by participants to be obtained at future vested periods in terms of the ADvTECH Limited Management Share Incentive Scheme (MSI).

Number of securities: 23 009

Date of Award 21 May 2024

Class of securities: Ordinary

Price of share: R27.95

Total value of transaction: R643 101.55

Date of transaction: 14 June 2024

Nature of interest: Direct beneficial

The date of vesting is 21 May 2027.

14 June 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 13 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Thu, 13 Jun 2024 11:36:07 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

Johannesburg

13 June 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 12 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 12 Jun 2024 07:45:55 GMT

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 THE MANAGEMENT SHARE INCENTIVE SCHEME

(‘MSI Scheme’)

In compliance with the JSE Limited Listings Requirements the following information is disclosed in

respect of dealings in ADvTECH securities by the MSI Scheme:

Johannesburg

12 June 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 11 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Tue, 11 Jun 2024 08:03:34 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Group”)

RETIREMENT OF CFO AND COMMERCIAL DIRECTOR DIDIER OESCH

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements (“JSELR”), the board of directors of ADvTECH (“Board”) announce that Mr Didier Oesch (“Didier”) will be retiring and stepping down as Executive Director of the Board, member of the Investment Committee, CFO and Commercial Director of the Company at the end of April 2025. Didier will remain available to the Group for consultation purposes following his retirement to ensure a seamless handover of his functions.

The board wishes to thank Didier for his outstanding contribution to the Group’s financial and capital management during his tenure. He oversaw the finance portfolio during a period of strong growth for the group, with market capitalisation on the JSE increasing from R709m to the current R14.8bn during his tenure.

The Board has commenced a process to appoint a suitable candidate as successor to Didier and is confident that such a candidate will be identified in the near future and well prior to Didier stepping down. Shareholders will be advised, in accordance with the provisions of the JSELR, as soon as such a candidate has been identified.

Johannesburg

11 June 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 7 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Fri, 07 Jun 2024 07:48:15 GMT

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 THE MANAGEMENT SHARE INCENTIVE SCHEME (“MSI Scheme”)

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by the MSI Scheme:

Johannesburg

7 June 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 6 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Thu, 06 Jun 2024 07:45:27 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer of ADvTECH.

Johannesburg

6 June 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 5 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 05 Jun 2024 13:30:31 GMT

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 3.94 of the JSE Listings Requirements, shareholders are hereby advised that at the annual general meeting (“AGM”) of shareholders of the Company held today, Wednesday 5 June 2024 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 meeting was attended by shareholders representing 415 230 572 ADvTECH shares which amounted to 74.85% of the total ordinary issued share capital of ADvTECH, voting in person or by proxy.

1. Ordinary resolution number 1: Adoption of annual financial statements

2. Ordinary resolution number 2: Confirmation of appointment of GD Whyte

3. Ordinary resolution number 3: Re-election of SS Lazar

4. Ordinary resolution number 4: Re-election of JS Chimhanzi

5. Ordinary resolution number 5: Re-election of KDM Warburton

6. Ordinary resolution number 6: Re-election of KDM Warburton as member and chairman of the Audit and Risk Committee

7. Ordinary resolution number 7: Re-election of JS Chimhanzi as member of the Audit and Risk Committee

8. Ordinary resolution number 8: Re-election of CB Thomson as member of the Audit and Risk Committee

9. Ordinary resolution number 9: Appointment of external auditors

10. Ordinary resolution number 10: Signature of documents

11. Non-binding advisory vote number 1 – Remuneration policy

12. Non-binding advisory vote number 2 – Implementation report

13. Special resolution number 1: Approval of non-executive directors’ fees

14. Special resolution number 2: Authority to give loans or financial assistance to subsidiaries and related or inter-related companies

15. Special resolution number 3: General authority to acquire the company’s own shares

In a business update to shareholders at the AGM the Chairman indicated that enrolments for schools and tertiary are up 4% and 7% respectively compared to prior year, as reported in our year end results. This sets the Group up for another solid performance in the current financial year.

There have been no material changes since we published our enrolment numbers and the business continues to trade in line with expectations.

5 June 2024

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 5 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 05 Jun 2024 11:53:07 GMT

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 DIRECTOR OF THE COMPANY

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH Director.

Johannesburg

5 June 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 3 June 2024

tthomas@advtech.co.za (Tamara Thomas) — Mon, 03 Jun 2024 07:37:26 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

DEALINGS IN SECURITIES BY DIRECTORS, PRESCRIBED OFFICERS, AND A DIRECTOR OF A MAJOR SUBSIDIARY: SHARE VESTING

In compliance with paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements, the following transactions relating to directors, prescribed officers and a director of a major subsidiary dealings are hereby disclosed, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), regarding performance and retention shares which have vested after 3 years.

The date of vesting is 21 May 2024. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

3 June 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 7 May 2024

tthomas@advtech.co.za (Tamara Thomas) — Tue, 07 May 2024 05:34:29 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

ACQUISITION OF SECURITIES BY CLIENTS OF PUBLIC INVESTMENT CORPORATION SOC LIMITED (“PIC”) AND DIRECTORS RESPONSIBILITY STATEMENT

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that PIC’s clients have, in aggregate, acquired an interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by PIC’s clients has increased from 15.245% to 20.550% of the total issued ordinary shares of the Company.

As required in terms of section 122(3)(a) of the Act, the Company has filed the required notice with the Takeover Regulation Panel.

Johannesburg

6 May 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 30 April 2024

tthomas@advtech.co.za (Tamara Thomas) — Tue, 30 Apr 2024 12:16:01 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH”)

NOTICE OF HYBRID ANNUAL GENERAL MEETING AND AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

Shareholders are advised that the ADvTECH 2023 Annual Integrated Report (“Integrated Report”) has been published today.

Electronic versions of the Annual Financial Statements and Ernst & Young Incorporated’s unqualified report are available on the Company’s website at: https://www.advtech.co.za/financial-results and on the JSE Cloudlink at: https://senspdf.jse.co.za/documents/2024/JSE/ISSE/ADH/AFSYE2023.PDF

The Integrated Report is available on the ADvTECH website: www.advtech.co.za

Notice is hereby given to all shareholders of the Company that the hybrid annual general meeting (“AGM”) for the year ended 31 December 2023 will be held by electronic participation and in-person participation at ADvTECH House, Building 7 Inanda Greens Business Park, 54 Wierda Road West, Wierda Valley, Sandton, 2196 on Wednesday, 5 June 2024 at 10h00. The AGM of the Company will be accessible on an interactive electronic platform, in order to facilitate remote participation and voting by shareholders, as permitted by the JSE Limited and the provisions of the Companies Act and the Company's Memorandum of Incorporation to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM distributed to shareholders on 30 April 2024, which AGM notice is also available on the ADvTECH website: www.advtech.co.za

To this end, the Company has retained the services of The Meeting Specialist Proprietary Limited (“TMS”) to remotely host the AGM on an interactive electronic platform, in order to facilitate remote participation and voting by shareholders. Our transfer secretaries, JSE Investor Services Proprietary Limited, will act as scrutineer.

Shareholders who wish to participate in and/or vote at the AGM, remotely or in person, are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on +27 81 711 4255 / +27 84 433 4836 / +27 61 440 1654 as soon as possible, but in any event no later than 10:00am on Monday, 3 June 2024. It is important to note that all voting will take place via the electronic platform, irrespective of a shareholder electing to attend remotely or in person.

Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (CSDP) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in your custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

SALIENT DATES

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Friday, 26 April 2024. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 31 May 2024. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Monday, 27 May 2024.

AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

30 April 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 23 April 2024

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Apr 2024 12:48:19 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

23 April 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 15 April 2024

tthomas@advtech.co.za (Tamara Thomas) — Mon, 15 Apr 2024 10:43:12 GMT

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 DIRECTOR

In terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the following transaction, in respect of which prior written approval pursuant to paragraph 3.66 of the JSE Listings Requirements have been obtained, is hereby disclosed.

The date of vesting is 1 May 2025.

15 April 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH & The IIE stand ready to support Educor students

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 Mar 2024 12:03:12 GMT

ADvTECH, Africa’s leading private education provider, has pledged its support to Educor students left in the lurch after the college group was deregistered this week.

“We stand by the Educor students and are committed to supporting them in successfully completing their qualification,” says Shevon Lurie, Director of The Independent Institute of Education, the higher education division of ADvTECH. Brands of The IIE include IIE Varsity College, IIE MSA, IIE Vega and IIE Rosebank College.

“We understand the uncertainty and concern facing affected students. This is a regrettable and unfortunate development which will impact thousands, and as The IIE, we endeavour to help students registered for both the contact and distance modes of study to the best of our ability to ensure their academic journey is successful in future,” Lurie says.

“As part of the ADvTECH group, our commitment is not only to our own students, but also to the sustainability, growth and development of higher education in South Africa as a whole.”

Lurie says The IIE has set up a centralised process and will be channelling queries through the Registrar’s office to ensure students are quickly and correctly advised. Students will be accommodated as of Semester 2.

Affected students who would like to enquire about their options of transferring to The IIE can mail registrar@iie.ac.za . The office will assist students with queries regarding similar qualifications, the nearest campus to consider, and the process for applying for academic credits.

Each student’s financial circumstances and academic transcript will be holistically reviewed.

Support for students will be assessed at an individual level given the variables at play. In general, the process ahead will be as follows:

Transfer of courses

The IIE will look for a similar qualification and NQF level in the chosen field of study, ensuring that the student also meets the admission criteria.

Process

The IIE will guide students through the necessary channels and steps to ensure they are fully informed. Given that we are already halfway through the first semester transfers will be facilitated for Semester 2.

Transfer of credits

The IIE will conduct an academic credit mapping exercise for each student. This will entail assessing the overlap between modules that the student has passed with similar modules on the transfer qualification. If there is sufficient alignment, an academic credit/s is granted and the student is exempt from the relevant module.

Fee considerations

Fee credits will be granted for module credits, i.e. the total programme fee will be reduced by the cost of the module/s that the students are granted academic credit for.

“Our focus is to support former Educor students to successfully obtain their qualification, without extending their study period wherever possible,” says Lurie.

ADvTECH delivers strong set of results and increases dividend by 45% Sustained contribution from all operating divisions

tthomas@advtech.co.za (Tamara Thomas) — Mon, 25 Mar 2024 05:06:49 GMT

25 March 2024: Commenting on the results, retiring ADvTECH CEO, Roy Douglas, said: “ADvTECH’s robust financial performance for the year ended December 2023 is indicative of the group’s sound business model and quality assets. Our schools and tertiary divisions benefitted from good enrolment growth, moderate fee increases and enhanced operating leverage, while, in our resourcing division, we continued to benefit from our investment into the rest of Africa. This sustained performance is driven by the group’s established market position in South Africa and its growing presence across the continent.”

“Furthermore, the significant investments made by the group over a number of years are contributing meaningfully to earnings and cash generation. ADvTECH is now in a position where we are generating cash in excess of our investment funding requirements and consequently, the board has increased the dividend payout to shareholders by 45%.”

Group operational and financial performance

Revenue up 13%
Operating profit up 18%
Normalised earnings up 20%

ADvTECH’s strong financial performance, solid cash generation and healthy balance sheet reflect the group’s sound business model, clear market positioning and emphasis on effectiveness and efficiencies.

Group revenue grew by 13% to R7 860 million for the year (2022: R6 961 million) as a result of good enrolment growth in both the schools and tertiary divisions, as well as from increased business activity in the resourcing division. Operating profit increased by 18% to R1 577 million (2022: R1 333 million) while the group operating margin improved to 20.1% (2022: 19.1%). Normalised earnings for the year increased by 20% to R950 million (2022: R790 million) while normalised earnings per share increased by 20% to 174.2 cents (2022 145.7 cents) per share.

Cash generated from operating activities increased by 10% to R1 940 million (2022: R1 766 million) illustrating the strong cash generating capacity of the group.

Capital expenditure was focused on meeting incremental demand via increasing capacity at existing sites as well as the development of a new school and a new tertiary site. Capital expenditure was also allocated to acquiring equipment and technology to enhance the group’s teaching and learning capability and was used to enhance business systems focused on the standardisation of group-wide processes to allow for further efficiency improvements.

The significant investments made by the group over a number of years have begun contributing meaningfully to both earnings and cash generation and, as a result, this reduced borrowings.

ADvTECH is now in the position where it is generating cash in excess of what is required to fund the group’s investment programme. Consequently, to better manage the group’s capital structure and optimise return on equity, the board elected to reduce the dividend cover and increase the dividend payout.

A final gross dividend of 57.0 cents (2022: 37.0 cents) per ordinary share in respect of the year ended 31 December 2023 was declared, bringing the full year dividend to 87.0 cents (2022: 60.0 cents) per share for the 2023 financial year.

Schools South Africa

Revenue up 13%
Operating profit up 18%
Operating margin improved to 20.3%

The schools division continued to enhance its value proposition and win market share, despite the tough operating environment. All the division’s brands recorded volume and operating profit growth.

Revenue increased by 13% to R2 810 million (2022: R2 492 million) and operating profit increased by 18% to R570 million (2022: R484 million) with the operating margin improving to 20.3% (2022: 19.4%).

Students at ADvTECH recorded exceptional results in the 2023 Independent Examinations Board examinations achieving an impressive 99.7% pass rate, while 87.7% obtained a bachelor degree pass.

Schools in the rest of Africa

Revenue up 14%
Operating profit up 43%
Operating margin improved to 30.0%

ADvTECH’s school brands in the rest of Africa recorded strong enrolment growth. Revenue increased by 14% to R381 million (2022: R334 million) while operating profit improved by 43% to R114 million (2022: R80 million) despite the impact of the weakening Kenyan Shilling. The operating margin advanced from 23.9% to 30.0%.

Capacity was increased at Crawford International School in Kenya as it continued to experience strong demand. All of the final year students that completed their A-Level qualification were accepted into international universities.

Gaborone International School (GIS) in Botswana continued to perform exceptionally well with strong enrolment growth and market leading academic results. The students achieved a 99.7% pass rate in the International General Certificate of Secondary Education (IGCSE) exams.

Tertiary/University

Revenue up 10%
Operating profit up 16%
Operating margin improved to 26.4%

ADvTECH’s tertiary division continues to perform well, growing off the back of a well-established portfolio of quality brands that offer a comprehensive range of programmes and qualifications. The group’s ability to provide multi-channel modes of delivery (contact, blended, online, full-time, part-time and distance) is central to it proposition and allows the division to meet the requirements of every student at any time, at any location.

Revenue increased by 10% to R2 988 million (2022: R2 728million) and operating profit grew by 16% to R787 million (2022: R680 million). Operating margin increased to 26.4% (2022: 24.9%) benefitting from effective cost containment measures.

The Varsity College campuses in Pretoria and Midrand were expanded in response to growing demand. Equally so, Rosebank College acquired additional capacity at its mega-campuses in Braamfontein and Pretoria, and opened a new digitally enabled campus in Mbombela in January 2024.

Resourcing

Revenue up 26% in rest of Africa
Operating profit up 28% in rest of Africa

The strategy to expand into the rest of Africa continues to bear fruit. Volumes grew substantially over the year resulting in revenue increasing by 26% to R1 452 million (2022: R1 155 million) and operating profit by 28% to R105 million (2022: R82 million).

The South Africa resourcing business’ revenue contracted by 9% to R229 million (2022: R252 million) due to the disposal of the group’s 51% share of the Contract Accountants group in the second half of the prior financial year, along with the tough trading environment.

Retirement of Roy Douglas and appointment of Geoff Whyte

As indicated in previous announcements, on 29 February 2024, Roy Douglas officially retired and stepped down as the CEO of ADvTECH. One of his last formal responsibilities, however, will be to present the financial results to the market. Roy will be joined at the results presentation by the new group CEO, Geoff Whyte.

Commenting on the developments, board chairperson, Chris Boulle commented: “Roy has successfully led the group in its expansion strategy during his tenure, resulting in ADvTECH becoming the leading private education and recruitment group across the continent. He leaves ADvTECH in a strong position to continue its growth trajectory. The board wishes to thank Roy for his invaluable contribution during his tenure as CEO and wishes him well in his retirement.”

“The board is similarly pleased with the appointment of Geoff Whyte as CEO and are confident that Geoff’s track record and experience will enable him to build on the group’s successes.”

Prospects

The continued growth in demand for quality education in South Africa, particularly in the rest of Africa, persists. Consequently, the group remains confident that it will be able to sustain its growth trajectory due to its ability to convert demand into continued enrolment growth, at both the schools and tertiary divisions.

Commenting on the group’s outlook, Douglas said: “ADvTECH remains very well positioned to benefit from the increase in demand for education in South Africa and particularly in the rest of Africa. Our focus on productivity, efficiency and leveraging scale to deliver value in quality education remains key to our continued growth.”

SENS Announcement | 25 March 2024

tthomas@advtech.co.za (Tamara Thomas) — Mon, 25 Mar 2024 05:06:40 GMT

SENS Announcement | 20 March 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 20 Mar 2024 14:11:13 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CHANGES TO THE IMPORTANT FUNCTIONS OF DIRECTORS

In accordance with paragraph 3.59 (c) of the JSE Limited Listings Requirements, and with reference to the announcement published on 4 September 2023 wherein shareholders were informed that Mr Chris Boulle (“Chris”), Chairman of the ADvTECH Board, will retire and step down from the Board following the conclusion of the Annual General Meeting (“AGM”) to be held on 5 June 2024. Chris will also step down as Chairman of the Nominations Committee and member of the Transformation, Social and Ethics Committee from such date.

Professor Alexandra Watson (“Alex”) will take over from Chris as Chair of the Board and Nominations Committee and be appointed as member of the Transformation, Social and Ethics Committee.

Johannesburg

20 March 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 7 March 2024

tthomas@advtech.co.za (Tamara Thomas) — Thu, 07 Mar 2024 13:38:42 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CHANGES TO THE IMPORTANT FUNCTIONS OF A DIRECTOR

Shareholders are advised, in accordance with paragraph 3.59(c) of the JSE Limited Listings Requirements, that Mr GD Whyte has been appointed to the Transformation, Social & Ethics Committee and the Investment Committee, effective 1 March 2024.

Mr GD Whyte was appointed as Group Chief Executive Officer and Executive Director of the Company with the effect from 1 March 2024 as per the SENS announcement published on 4 December 2023.

Johannesburg

7 March 2024

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 6 March 2024

tthomas@advtech.co.za (Tamara Thomas) — Wed, 06 Mar 2024 10:13:37 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2023

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

Basic NEPS for the year ended 31 December 2023 is expected to be between 17% and 22% higher than the comparative reporting period for the year ended 31 December 2022 ("the comparative period") or between 170.5 and 177.8 cents per share as compared to 145.7 cents per share in the comparative period.

Basic headline earnings per share (“HEPS”) for the year ended 31 December 2023 is expected to be between 16% and 21% higher than the comparative period or between 169.9 and 177.3 cents per share as compared to 146.5 cents per share in the comparative period.

Basic earnings per share ("EPS") for the year ended 31 December 2023 is expected to be between 14% and 19% higher than the comparative period or between 169.4 and 176.8 cents per share as compared to 148.6 cents per share for the comparative period.

All divisions contributed to this strong performance by the group.

We are pleased with enrolments for 2024 for both the schools and tertiary divisions that are tracking in line with targets and continuing their trend of good growth.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the year ended 31 December 2023 on the JSE’s Stock Exchange News Service on or about Monday, 25 March 2024.

6 March 2024

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH announces retirement of CEO Roy Douglas and appointment of Geoff Whyte as successor

tthomas@advtech.co.za (Tamara Thomas) — Mon, 04 Dec 2023 05:09:42 GMT

The ADvTECH Group today announced the retirement of CEO Roy Douglas at the end of February 2024. Douglas will remain with the group for a suitable period after he steps off the Board to ensure a seamless handover.

ADvTECH Board chairman Chris Boulle said: “Roy has successfully led the group in its expansion strategy during his tenure, resulting in ADvTECH becoming the leading private education and recruitment group across the continent. He has refocused the educational division brand portfolios into well-positioned brands with distinct value offerings. This, together with a focus on effectiveness and efficiencies, resulted in a solid competitive advantage, and an agile and adaptive business model.”

“Also noteworthy, is his leadership through a pandemic by remaining responsive to a dynamic environment, where more than 70 000 students were seamlessly transitioned to an online environment. He leaves ADvTECH in a strong position to continue its growth trajectory. The Board wishes to thank Roy for his invaluable contribution during his tenure as CEO of the ADvTECH group and wishes him well in his retirement.”

The Board is excited to announce the appointment of Geoff Whyte as Group CEO and Executive Director with effect from 1 March 2024.

Whyte holds a Master’s degree in economics from the University of Aberdeen, Scotland, and has more than 30 years’ experience across various industries. He is a commercially focused business leader with executive experience in global organisations including Unilever, PepsiCo, Cadbury-Schweppes, SAB-Miller and Nando’s.

Whyte has a record of success in a wide variety of geographies including South Africa, the UK, the USA, Holland, the rest of Africa, the Middle-East and sub-continental India. He is also an active member of the South African business community and was a founding participant in the CEO Initiative set up by Pravin Gordhan to avert a national credit rating downgrade.

Commenting on the appointment, ADvTECH Chairman Chris Boulle said: “We are confident that Geoff’s track record and experience will enable him to build on the group’s successes.”

Roy Douglas said: “Ultimately, it is people who are at the heart of what we do and it is people who have made ADvTECH so successful. I am proud of what we have achieved and am confident that I leave ADvTECH in safe hands.”

Accepting the appointment, Whyte said: “I am grateful for the opportunity and the faith the Board has placed in me. I look forward to continuing to build and grow this exceptional business, to ensure ongoing value creation, and the development of quality education in South Africa and the rest of Africa.”

ADvTECH to roll out cutting edge tech platform to schools in rest of Africa

tthomas@advtech.co.za (Tamara Thomas) — Fri, 01 Dec 2023 06:06:41 GMT

JSE-listed ADvTECH , Africa’s largest private education provider, has announced the rollout of its custom tech learning platform to its schools in the rest of Africa next year, following its success in South Africa.

ADvLEARN, a customised platform developed for ADvTECH, was rolled out across South African schools in January 2023 and provides personalised learning paths using adaptive technology to deliver data-driven insights and learning analytics. ADvLEARN, developed for the group by MathU, utilises artificial intelligence to create customised learning pathways for each student, ensuring a deeper understanding of concepts. This groundbreaking approach, unique in Africa, empowers teachers to monitor student progress in real-time, granting insights to cater to individual learning needs. Additionally, the platform enables teachers to assign personalised learning in the form of homework and assessments to students, offering instant feedback with automated grading.

Following the local rollout, ADvTECH schools in South Africa now have access to valuable learner progress data, enabling teachers to provide targeted support to students.

The 2023 data analysis has revealed that students who regularly engage with the platform experience marked improvements in their subject grades, with progress rates between 15% and 29%.

“We have been delighted with the results of ADvLEARN in South Africa and we are confident that we will be able to replicate the excellent results achieved by our students, in our schools in the rest of Africa,” says Desiree Hugo, Academic Head of ADvTECH Schools Division.

ADvLEARN’s ambitious expansion strategy for the year 2024 marks a significant milestone in ADvTECH’s mission to provide world-class educational solutions across the continent.

In 2024, ADvLEARN’s expansion will include the rollout to ADvTECH Schools across the Rest of Africa, with Crawford International Kenya scheduled for launch at the end of January 2024, followed by its introduction to Gaborone International School in Botswana in February 2024. Furthermore, ADvLEARN will extend its reach to Makini Schools in Kenya, further enhancing the availability of its innovative platform. The ADvLEARN platform will assist students with the Cambridge Curriculum in Mathematics Year 7 to 12, Physics Year 10 to 11 (IGCSE), Physics Year 12 (AS Levels), Chemistry Year 10 to 11 (IGCSE) and Chemistry Year 12 (AS Levels).

“After the successful pilot phase for ADvTECH schools in South Africa, ADvTECH is thrilled to announce the formalisation of a contract with the developers, ensuring the continued integration of ADvLEARN across all ADvTECH Schools, including those in the rest of Africa,” says Darren Purdon Academic Project Manager of ADvTECH’s Central Academic Team.

“We eagerly anticipate the forthcoming innovative developments on the ADvLEARN platform, as we are committed to providing all our students with a 21st-century education that fosters academic excellence and personalised learning experiences.”

Says Hugo: “ADvTECH’s commitment to digital innovation in education marks a transformative step forward in equipping students with the tools they need to thrive in the ever-evolving landscape of modern learning. With ADvLEARN’s widespread implementation, ADvTECH further solidifies our position as a leader in pioneering educational solutions.”

SENS Announcement | 21 November 2023

tthomas@advtech.co.za (Tamara Thomas) — Tue, 21 Nov 2023 08:17:15 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

ACQUISITION OF SECURITIES BY CLIENTS OF CORONATION ASSET MANAGEMENT (PTY) LTD (“CORONATION”) AND DIRECTORS RESPONSIBILITY STATEMENT

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that Coronation’s clients have, in aggregate, acquired an interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by Coronation’s clients has increased from 24.98% to 25.05% of the total issued ordinary shares of the Company.

As required in terms of section 122(3)(a) of the Act, the Company has filed the required notice with the Takeover Regulation Panel.

Johannesburg

21 November 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 17 November 2023

tthomas@advtech.co.za (Tamara Thomas) — Fri, 17 Nov 2023 08:21:30 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

17 November 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 31 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Tue, 31 Oct 2023 11:10:36 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH Prescribed Officer.

Johannesburg

31 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

Maths vs maths literacy: Why it’s worth giving pure maths your best shot

tthomas@advtech.co.za (Tamara Thomas) — Fri, 27 Oct 2023 06:28:14 GMT

Opting for maths literacy is often a result of pupils struggling with mathematics, coupled with the belief that they will not need mathematics for the qualification they intend to pursue after school.

Every year, thousands of high school pupils in South Africa grapple with the difficult decision of whether they should pursue mathematics as a subject or do mathematics literacy instead. It is a tough question with real-life consequences, some immediate (in the form of improved marks and a less stringent workload), but also some which will impact one’s options throughout their life.

Therefore, it needs to be considered very carefully, and the decision must be made only after weighing up all considerations, an education expert says.

“South African pupils have increasingly started to opt for maths literacy, without having thought through all the consequences. The general trend across schools is that pupils, who perform poorly in mathematics are encouraged to drop it in favour of maths literacy. The obvious downside of this is that for the pupils, who take maths literacy, it does not provide access to many post-school study and career paths. Additionally, we are currently seeing a lot of critical-thinking-skills-based jobs emerging that increasingly require a set of skills that can only be developed through rigorous engagement with complexity. This means that in addition to currently closed doors, there will also be more career options out of bounds in future for those who opted for this literacy,” said Philip Hlatshwayo, head of programme: faculty of education at the Independent Institute of Education.

Opting for maths literacy is often a result of pupils struggling with mathematics, coupled with the belief that they will not need mathematics for the qualification they intend to pursue after school.

But it needs to be understood that for the vast majority of pupils, pursuing mathematics successfully is possible, particularly if it is understood that mathematics opens more doors than pure career ones, Hlatshwayo says.

“Besides the career paths and knowledge engagement that come with studying mathematics, one of the greatest benefits is its ability to develop a formidable character. Beyond the technical, sticking with mathematics during challenging times builds tenacity and resilience. The ability to patiently work on the subject matter that fires up all your cognitive cylinders is a worthwhile undertaking. It is not an easy subject, but this trait should not be viewed as a promotional requirement. One thing we need to understand is the difficulty of the subject, the back-and-forth process of trying to solve problems in mathematics builds up the ability to see situations through multiple lenses and process information in diverse ways,” he continued.

The essence of the exercises involved in the study of mathematics is not the answer you get after a procedural completion of an equation, but the process it takes for you to get to the answer.

Building an understanding of the process, the reasoning behind the choice of methods, and why certain procedures do not work, helps the mind to organise information, analyse problems, and select the best solution to address them. As such, these skills can filter into other areas of an individual’s life.

Hlatshwayo says choosing between the two subjects should not be about immediate convenience but about the future implications attached to the subject.

“In trying times, instead of increasing effort, students often question the relevance Mathematics will have for them in the long run. However, skills derived from the engagement with mathematics are not necessarily about quantifiable outcomes, but rather about the development of cognitive abilities and overcoming immediate but temporary challenges. This is why, if it is at all possible, pupils should consider the benefits of pursuing the more complex route,” he stated.

Hlatshwayo notes that instead of centring the school mathematics conversation on potential ‘skills’ it can develop, pupils, parents and teachers have made the mistake of foregrounding the secondary career implications of the subject choices.

“In an era wherein artificial intelligence, for example, determines the transmission and management of information, we are obligated to develop an acute sense of mathematical knowledge to understand the manipulatives of AI and other technologies that make information fluid. School mathematics is the perfect place to build this capacity and catch up with the fast-moving technological advances and information management developments. The narrative around school Mathematics needs to put mathematics skills at the centre. Pupils and teachers need to be reminded of the transcendental powers of engagement with mathematics. Unlocking the possibilities of skills for cognitive development and enhancement is our best shot at securing a future for generations to come, mathematics places us on that path,” he stated.

Therefore, every pupil should be encouraged and supported to give mathematics a chance and dedicate the time and effort to grapple with the subject content.

“By so doing, they can set themselves up for a successful academic journey and open doors to emerging and leading fields in the world of work,” Hlatshwayo concluded.

SENS Announcement | 25 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Wed, 25 Oct 2023 07:13:42 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH Prescribed Officer.

Johannesburg

25 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

How to boost your child’s brainpower by building neuroplasticity

tthomas@advtech.co.za (Tamara Thomas) — Tue, 24 Oct 2023 06:17:29 GMT

“Research has shown that the better start a child has during their early years, the better their outcomes throughout their education journey,” said Desiree Hugo, academic head of ADvTECH Schools.

Neuroplasticity is the brain’s ability to change and grow in response to experience. It means that the brain can create new connections between neurons, reorganise existing ones, and even generate new cells throughout life.

Neuroplasticity is essential for learning, memory, and adaptation. This is why parents and teachers need to help children develop neuroplasticity from a young age, to help them build the brainpower that will stand them in good stead throughout life, an education expert says.

“Research has shown that the better start a child has during their early years, the better their outcomes throughout their education journey,” said Desiree Hugo, academic head of ADvTECH Schools.

Early childhood development drives success in life, so raising the profile of this stage of learning in all schools and at home is so important, because that is where you inculcate a child’s love for learning or their resistance to learning.

Hugo says in the early years, a child’s brain is more flexible and adaptable than adults’ brains, and they can benefit from stimulating this associated neuroplasticity in various ways.

“This is why children should not only be exposed to opportunities to learn but also to develop their thinking abilities, to build the neuroplasticity around the brain. But the window of opportunity to enhance this is limited, which is why best results are evident if this commences in the early years,” she explained.

Hugo says strategies for teachers and parents to employ to ensure that children develop neuroplasticity during the early years, include:

Encouraging curiosity and exploration

Children are naturally curious and eager to learn about the world around them. By exposing them to new and diverse experiences, you can foster their curiosity and stimulate their brain development. For example, you can take them to museums, parks, libraries, or cultural events. You can read books, watch documentaries, or play games with them, all the time asking them questions, listening to their opinions and challenging their assumptions.

Providing a supportive and positive environment

Children need a safe and nurturing environment to thrive and grow. A supportive and positive environment can enhance their self-esteem, confidence, and motivation. It can also protect them from the negative effects of stress, which can impair neuroplasticity. Praise their efforts, not only their achievements.

Teaching them new skills and hobbies

Children can learn new skills and hobbies that can enrich their lives and boost their brain power. Learning new things activates different regions of the brain and creates new neural pathways, improving cognitive functioning. Learning new skills and hobbies need not be expensive- many learning opportunities exist without needing to incur costs, for instance learning a new language together through online apps, learning to bake or sew, or gardening.

Promoting physical activity and healthy habits

Children need physical activity and healthy habits to maintain their physical and mental well-being. Physical activity and healthy habits can improve blood flow, oxygen supply, and nutrient delivery to the brain. They can also prevent or reduce inflammation, oxidative stress, and toxins that can harm the brain. Encourage children to exercise regularly, play outdoors, or join a school sports team. As far as possible, try to maintain a balanced diet, with adequate hydration and quality sleep. It is of course essential to limit non-productive screen time and junk food intake.

Hugo says schools and teachers also have an important duty to develop neuroplasticity in children.

This can be done through:

Active learning strategies such as hands-on activities, interactive discussions and problem-solving games.
Multi-sensory learning will include plentiful visual aids, auditory learning and kinaesthetic activities which allow physical movement during learning.
Mindfulness and stress reduction will include practices which positively impact brain structure and function, promoting emotional regulation and reducing stress.
The promotion of curiosity and exploration, by encouraging questioning and relating classroom lessons to real-life situations.
Individualised learning through differentiated instruction which recognises that each child learns differently, as well as feedback and adaptation which allows students to learn from mistakes.

The incorporation of cognitive challenges such as critical thinking exercises and the learning of new skills.

SENS Announcement | 20 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Fri, 20 Oct 2023 08:38:43 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH Prescribed Officer.

Johannesburg

20 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 12 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Thu, 12 Oct 2023 13:54:10 GMT

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 DIRECTOR OF THE COMPANY

In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH director.

Johannesburg

12 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 10 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Tue, 10 Oct 2023 08:04:34 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

DEALINGS IN SECURITIES BY DIRECTORS, PRESCRIBED OFFICERS, AND A DIRECTOR OF A MAJOR SUBSIDIARY: SHARE VESTING

In compliance with paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements, the following transactions relating to directors, prescribed officer’s and a director of a major subsidiary dealings are hereby disclosed, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), regarding performance and retention shares which have vested after 3 years.

The date of vesting is 15 September 2023. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

10 October 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 6 October 2023

Fri, 06 Oct 2023 11:18:42 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

6 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 4 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Wed, 04 Oct 2023 12:14:54 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

4 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 2 October 2023

tthomas@advtech.co.za (Tamara Thomas) — Mon, 02 Oct 2023 12:13:41 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

2 October 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 29 September 2023

tthomas@advtech.co.za (Tamara Thomas) — Fri, 29 Sep 2023 13:09:44 GMT

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Johannesburg

29 September 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

Empowering and developing teachers: The non-negotiable for academic excellence

tthomas@advtech.co.za (Tamara Thomas) — Fri, 29 Sep 2023 06:18:27 GMT

Article by Jenny Coetzee, Managing Director at Crawford International Kenya and Angelica Ouya, Education Director at the Makini Group of Schools.

All parents want to ensure their child receives the very best education they can access, but it can be a quagmire of questions and contradictions on the road to trying to determine which school is the right fit, with very many competing factors playing into the decision.

One of the most important and arguably the overriding factor to be considered, is the extent to which a school invests in the empowerment and development of the teaching staff.

This is because in today’s world, educational curricula and methods cannot afford to remain static. All the moving parts, including the role of teachers, need to be constantly responsive to changes in the prevailing environment.

Unfortunately, not many schools are able to respond quickly and efficiently to new developments as they arise. This is why parents should, when considering where to place their children, investigate the level of background support teaching staff and school employees receive, and how much goes into ensuring they remain current in their knowledge, skills and methods of delivery.

Additionally, staff should also be given the opportunity to further their qualifications and receive external training that supports their teaching, for instance, Cambridge training in the case of schools following that curriculum.

When looking at private schools, parents should take a careful look at whether a school is part of an established network with a solid history and track record. Find out if they partner with academic advisors who are phase specialists ranging from early years, foundation phase, Edtech, environmental education and high school to build professional development opportunities.

The advisors ought to go an extra mile of visiting schools, advising the teachers, measuring, tracking and supporting them on a journey to becoming the most excellent educators they can be.

Schools also need to develop an intelligent content management system which digitises the content that teachers use in the classroom. As a central schools division, they ensure they continue to build the most powerful lesson plans with adequate resources that enable teachers to be as creative as possible when teaching students.

ADvTECH Schools benefit from a shared base of principles, processes and systems, which supports our academic staff and students. Common policies, standards and quality assurance systems enable quick and effective data-driven comparisons, which allow for immediate and focused support when required.

Learning institutions should equally invest in research and development which bear significant and impactful results which are integrated in the school curricular and teacher training.

As teachers development is pivotal to the continued success of a learning institutions to create new standards for stellar teaching behaviours and practices which will continue to enable the growth of every student.

SENS Announcement | 11 September 2023

Mon, 11 Sep 2023 09:50:05 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

DISPOSAL OF SECURITIES BY CLIENTS OF OLD MUTUAL LIMITED (“OLD MUTUAL”) AND DIRECTORS RESPONSIBILITY STATEMENT

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that Old Mutual’s clients have, in aggregate, disposed of an interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by Old Mutual’s clients has decreased from 5.07% to 4.98% of the total issued ordinary shares of the Company.

As required in terms of section 122(3)(a) of the Act, the Company has filed the required notice with the Takeover Regulation Panel.

Johannesburg

11 September 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 4 September 2023

tthomas@advtech.co.za (Tamara Thomas) — Mon, 04 Sep 2023 08:14:20 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Group”)

APPOINTMENT OF CHAIRPERSON OF THE BOARD AND CHANGES TO AUDIT AND RISK COMMITTEE

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, and with reference to the announcement published on SENS on 17 April 2023, and the shareholders resolution passed at the Annual General Meeting (“AGM”) held on 18 May 2023, announcing the retirement of Mr Chris Boulle at the conclusion of the 2024 AGM, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Professor Alexandra Watson (“Alex”) as Chairman of the Board effective immediately following the conclusion of the 2024 AGM.

Alex was appointed as Independent Non-Executive Director to the Board and member of the Group’s Audit and Risk Committee on 1 November 2022 and will step down as member of the Group’s Audit and Risk Committee from the effective date of her appointment as Chairperson of the Board in compliance with the provisions King IV™. Any vacancies in other committees will be filled in due course and a separate announcement will be published relating to the changes to the committees following Alex’s appointment.

4 September 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Educational institutions must address challenges to inclusivity, access

tthomas@advtech.co.za (Tamara Thomas) — Mon, 04 Sep 2023 06:31:49 GMT

As technology continues to advance, so does the way we learn. Online learning continues to grow in popularity, with most educational institutions now adopting a strategy of extending their offering of online courses and programmes.

However, while online learning puts studies within reach of more students, it is not without its challenges, which too often lead to the loss of time and money for unsuccessful students.

It is therefore incumbent on institutions to ensure that while they grow their offering, they also grow their student support, over and above the quality of the academic offering, to enhance the chances of student success, an education expert says.

“One of the major obstacles with online learning is ensuring that students remain engaged and motivated throughout the course. Without the structure and accountability of a physical classroom, it can be easy for students to become disengaged or fall behind,” says Cymbeline Harilal, senior instructional designer at The Independent Institute of Education.

She adds that having an instructional designer as part of the programme development team will go a long way towards achieving the aforementioned goals.

Instructional designers are the professionals responsible for designing and developing education and training materials. It is a highly technical role, and is, incidentally, a rapidly developing career field flowing from the growth in online education across South Africa and the rest of the world.

However, many educational institutions merely transfer their contact learning materials on to an online platform and call that an online programme, bypassing the unique challenges of online learning and the important contribution of instructional designers.

“Instructional designers play a crucial role in designing courses that are not only covering the theoretical aspect of such a course, but which are also engaging and interactive, and therefore the quality of the work of an instructional designer and the rest of the programme development team will have a fundamental impact on the quality of a programme and, by extension, the success of the students enrolled in the programme,” Harilal says.

A successful online learning programme has to be focused on much more than simply academic content, and instructional designers play a pivotal role in this regard.

“Online learning should provide the ability to personalise the learning experience. Instructional designers can create tailored learning paths and experiences that meet the unique needs and preferences of individual learners. By leveraging technology and data, instructional designers can improve student outcomes by ensuring that student progress can be tracked, areas of strength and weakness identified, and course content adjusted accordingly,” explains Harilal.

“Additionally, it is important to cater to students with different backgrounds and learning styles, by employing various strategies such as designing interactive activities, using varied questioning techniques, and enhancing collaborative online networking. These efforts create an inclusive learning environment that promotes shared learning among students from diverse academic, cultural, gender, ethical, and ability backgrounds.”

Furthermore, instructional designers are equipped to support predetermined outcomes by engineering the design process while allowing room for exploration, inquiry, and project-based learning, says Harilal.

“Through teamwork and diversity, instructional designers can help develop critical thinking, resourcefulness, and innovative problem-solving skills. This approach facilitates the student’s journey of discovery and innovation, enabling students to find solutions to problems and work collaboratively with their peers, even remotely, leading to a sense of fulfilment and an empowered future.”

One of the main benefits of online learning is its accessibility. With just a click of a button or tap on a screen, students can access course materials, submit assignments, and engage with their peers and instructors from anywhere in the world. This level of flexibility and convenience is particularly valuable for individuals who may not have access to traditional classroom settings due to geographical, financial, or other limitations.

But the accessibility and convenience of online learning must be matched by successful student outcomes.

“Instructional designers play a key role in designing effective and inclusive online learning modules, and it is imperative that educational institutions invest in appointing instructional designers to create high quality online programmes.

“By incorporating technology and design thinking principles, it becomes possible to cater to students with different backgrounds and learning styles to ensure that online learning is accessible and engaging for all.”

Crawford owner ADvTECH hikes dividend by 30% as profits rise on steady enrolments

tthomas@advtech.co.za (Tamara Thomas) — Tue, 29 Aug 2023 06:49:07 GMT

By Nick Wilson
28 August 2023

https://www.news24.com/fin24/companies/crawford-owner-advtech-hikes-dividend-by-30-as-profits-rise-on-steady-enrolments-20230828

Private education group ADvTECH, which has brands such as Crawford and Trinityhouse, has hiked its interim dividend 30% as strong enrolment growth and fee increases across its schools and tertiary portfolio helped deliver double-digit revenue and profit growth.

The private education company's group revenue rose 16% to R3.9 billion in the half year to end June, thanks to "consistent enrolment growth in both the schools and tertiary divisions". It was also boosted by increased business activity in its resourcing division.

Adjusted operating profit grew 23% to R754 million with its margin improving to 19.2% from 18.1%, while normalised earnings per share rose by a quarter to 84.3c. The company's interim dividend came in at 30c, compared with 23c in the same period last year.

CEO Roy Douglas said in a statement that ADvTECH's strong results were due to a "solid contribution from all the group's operating divisions with improved margins across the board".

"Our schools and tertiary divisions benefitted from good enrolment growth, moderate fee increases and enhanced operating leverage, while we continued to reap the rewards from our rest of Africa investment in our resourcing division."

The company said it had also "successfully implemented" measures to ensure it could continue to deliver education services even when load shedding occurred. It added that most of its sites had back-up generators, with diesel costs amounting to R9 million for the period.

"In addition, our business has a relatively low electricity usage and our costs in this regard remain contained. We also keep a close eye on our electricity usage and track it while constantly seeking out new opportunities to reduce consumption," it said.

ADvTECH said demand for "quality education" persisted across its markets. Referring specifically to SA, it said that while economic conditions placed consumers under pressure, it believed it was "uniquely positioned to benefit from continued growth in demand for education in South Africa". It also stood to benefit from increasing demand in "the rest of Africa where this pressure is less pronounced."

ADvTECH Interim Results for the six months ended 30 June 2023

tthomas@advtech.co.za (Tamara Thomas) — Mon, 28 Aug 2023 05:43:47 GMT

ADvTECH delivers strong results on the back of continued enrolment growth Dividend increased by 30%

tthomas@advtech.co.za (Tamara Thomas) — Mon, 28 Aug 2023 05:38:23 GMT

28 August 2023: Commenting on the results, ADvTECH CEO, Roy Douglas, said: “ADvTECH’s strong financial performance for the first six months of the year is a result of a solid contribution from all the group’s operating divisions with improved margins across the board. Our schools and tertiary divisions benefitted from good enrolment growth, moderate fee increases and enhanced operating leverage, while we continued to reap the rewards from our rest of Africa investment in our resourcing division.”

Operational and financial performance

Strong enrolment growth across the board
Operating profit up 23%
Normalised earnings up 26%

ADvTECH’s strong financial performance, solid cash generation and robust balance sheet reflect the group’s sound business model, clear market focus and continued emphasis on effectiveness and efficiencies.

Group revenue grew by 16% to R3.9 billion (2022: R3.4 billion) due to consistent enrolment growth in both the schools and tertiary divisions, as well as from increased business activity in the resourcing division. Operating profit increased by 23% to R754 million (2022: R612 million) with the group operating margin improving to 19.2% (2022: 18.1%). Normalised earnings for the period increased by 26% to R459 million (2022: R365 million) while normalised earnings per share increased by 25% to 84.3 cents (2022 67.3 cents) per share.

Cash generated by operating activities increased by 13% to R1.7 billion (2022: R1.5 billion), demonstrating the strong cash generating capacity of the group.

Capital expenditure focused on increasing capacity on existing sites to meet demand, the development of a new school and a new tertiary site, acquiring equipment to enhance our teaching and learning through technology and enhancing business systems to enable the standardisation of processes across the group to allow for further efficiency improvements.

While the board still see significant investment opportunities, the consistent growth trend and continuing strong cash generation, together with a sound balance sheet and reduced borrowings, has given the board the confidence to increase the dividend at a marginally higher rate than the growth in earnings.

The board is pleased to announce the declaration of an interim dividend of 30.0 cents (2022: 23.0 cents) per ordinary share in respect of the six months ended 30 June 2023.

Schools South Africa

Enrolments up 6%
Operating margin improved to 20.1%

The schools division continued to enhance its value proposition and win market share despite the tough operating environment. All the division’s brands, including the premium brands, recorded volume and operating profit growth.

Revenue increased by 13% to R1 402 million (2022: R1 239 million) and operating profit increased by 20% to R282 million (2022: R235 million) with the operating margin improving to 20.1% (2022: 19.0%).

Pinnacle Raslouw, in Centurion, Gauteng, opened in January 2023. Enrolments were well ahead of expectations necessitating bringing forward the development’s second phase.

Schools in the rest of Africa

Enrolments up 10%
Operating margin improved to 24.7%

ADvTECH’s school brands in the rest of Africa recorded strong enrolment growth and remained operationally sound. Revenue increased by 26% to R193 million (2022: R153 million) while operating profit improved by 73% to R48 million (2022: R28 million) with the operating margin advancing from 18.1% to 24.7%.

Gaborone International School (GIS) in Botswana continued to perform exceptionally well with strong enrolment growth and market leading academic results. Capacity was increased at Crawford International School in Kenya as it continued to experience strong demand.

Tertiary/University

Continued good enrolment growth
Revenue up 13%
Operating profit up 19%

ADvTECH’s tertiary division performed well and continued to grow off the back of a well-established portfolio of quality brands that offer a comprehensive range of programmes and qualifications. Revenue increased by 13% to R1 500 million (2022: R1 324 million) and operating profit grew by 19% to R375 million (2022: R315 million). The operating margin increased to 25.0% (2022: 23.8%) benefitting from effective cost containment measures.

The group’s ability to provide multi-channel modes of delivery (contact, blended, online, full-time, part-time and distance) is fundamental to its value strategy. It allows the division to meet the requirements of every student at any time and at any location.

Resourcing

Rest of Africa continues to build scale

The strategy to expand into the rest of Africa continues to bear fruit. Volumes grew substantially over the period resulting in revenue increasing by 33% to R713 million (2022: R536 million) and operating profit by 52% to R45 million (2022: R29 million).

SA resourcing revenue decreased marginally by 4% to R124 million (2022: R129 million) due to the disposal of the group’s 51% share of the Contract Accountants group in the second half of 2022. The continuing business performed well in a tough economic environment and on a like-for-like basis, excluding the impact of the disposal, revenue was up by 6%. Operating profit remained flat at R5 million (2022: R5 million).

Prospects

The continued growth in demand for quality education in South Africa, and particularly in the rest of Africa, persists. Our ability to convert this demand into good enrolment growth in both the schools and tertiary divisions, supports the Group’s confidence in sustaining its growth trajectory in the near term.

Commenting on the group’s outlook, Douglas said: “ADvTECH remains uniquely positioned to benefit from the growth in demand for education in both South Africa and particularly in the rest of Africa. We look forward to the continued growth of our resourcing footprint in the rest of Africa. We are single-minded in our approach to optimise our performance across the group. Our focus on productivity, efficiency and leveraging scale to deliver value in quality education remains key to our continued growth.”

SENS Announcement | 28 August 2023

tthomas@advtech.co.za (Tamara Thomas) — Mon, 28 Aug 2023 05:12:01 GMT

Click on the image to download the full SENS

Grade 12 Survival Guide: Practical Advice For Students & Parents

tthomas@advtech.co.za (Tamara Thomas) — Wed, 23 Aug 2023 07:47:52 GMT

Tension is mounting in households across South Africa as Grade 12 students embark on the critical final phase towards their final exams. This juncture isn't merely an academic checkpoint and a transformative phase, but is a daunting and often emotional rollercoaster for students and their parents.

Students are submerged in study materials while parents grapple with providing adequate support without becoming excessively involved. And, given South Africa's distinct socio-economic landscape, many households face unique stresses.

“Parents strive tirelessly to ensure their children's success within this challenging panorama,” says Dr Linda Meyer, MD of The Independent Institute of Education’s Rosebank College, adding that today’s complex times amplify these challenges.

Virtual parenting platforms abound with stories from parents and guardians of Grade 12 students, with calls for insight and advice revealing parents' collective uncertainty on how best to be a pillar of strength and guidance for their children.

Dr Meyer says during the next few weeks, parents should adopt the following mantras:

Self-Awareness First: Parents should be acutely aware of their emotions and manage them effectively. This stability enables them to be supportive rather than inadvertently adding to their child’s pressures.
Adopt a Broader Perspective: While Grade 12 exams are significant, they represent just a chapter in a child’s expansive educational story. Beyond this point, there are myriad avenues for growth and learning, and this understanding can help diffuse undue stress.

She says parents can provide meaningful support in two ways: through practical facilitation, and emotional anchoring.

Practical Facilitation

Holistic Schedule Design: A comprehensive view of the exam timeline can aid in collaboratively creating a balanced study schedule. This aids in pacing study sessions and reducing last-minute panics.
Authentic Test Conditions: Mimicking actual exam conditions at home can offer insights into areas needing further focus and, equally importantly, help students become familiar with the conditions of the physical exam environment.
Guided Independence: Being available to address queries is essential, but so is promoting autonomous learning. Encourage students to think critically and find solutions.
Digital Discipline: Technology can be a double-edged sword. Setting ground rules is pivotal to ensure digital devices aid, rather than disrupt, study schedules.

Emotional Anchoring

Crafting a Serene Sanctuary: A home's atmosphere can be a game-changer. A serene, clutter-free environment fosters concentration and mental clarity.
Holistic Wellness: Beyond rigorous studying, integrating activities like meditation, short walks, or even hobbies can mentally rejuvenate students. Adequate rest, outdoor engagements, a nutritious diet, and avoiding excessive caffeine or sugar are paramount.
Empathetic Dialogue: Establish an environment where students can vocalise their fears, aspirations, or academic challenges. Active, non-judgmental listening can be therapeutic.
Celebrate Every Milestone: Recognising the results, effort, dedication, and small achievements can tremendously boost a child's self-esteem and drive.

Practical Tips For Students

Dr Meyer says there are a number of strategies which, if incorporated into the weeks leading up to the final exams, can boost a student’s wellbeing and academic success.

Establish a Routine

Plan your study schedule. Breaking down your subjects into manageable sections can help you avoid feeling overwhelmed.
Allocate more time for subjects or topics you find challenging.
Incorporate short breaks to avoid burnout and keep your mind fresh.

Optimal Study Environment

Find a quiet, comfortable place free from distractions.
Ensure good lighting to avoid straining your eyes.
Keep all your materials (books, notes, stationery) organised and within reach.

Effective Study Techniques

Active Recall: Instead of passively reading, test yourself regularly.
Mind Maps: Use these to represent and link concepts visually.
Teach Someone: Explaining a topic to someone else can help solidify your understanding.

Past Exam Papers

Regularly practice using past Matric papers. They give you an understanding of the exam format and the types of questions you'll encounter.
Time yourself while answering to simulate the actual exam conditions.

Limit Distractions

Limit social media and entertainment during study sessions. Consider apps or tools that block distracting sites for specific periods.
Group Studies
Studying with peers can provide different perspectives and solutions to problems. However, ensure that the group remains focused and productive.

Exam Day Preparedness

Ensure you have all required materials (ID, stationery, calculator, etc.).
Arrive with ample time to spare. Rushing can increase anxiety.
Before starting, take a moment to calm your nerves. Deep breaths can help.

Seek Help When Needed

If there's a topic you're struggling with, ask your teacher or a friend, or consider tutoring.
Seek counselling or speak to someone if the stress becomes overwhelming. Your mental well-being is crucial.

Stay Informed

Keep abreast of any changes or updates related to the exams, whether they concern exam dates, venue changes, or safety protocols.
Beyond the Books
Remember, while exams are essential, they don’t define your entire worth or future. There are always various pathways to success.

Preparing for the Matric exams is as much about persistence and strategy as it is about knowledge. Students can confidently enhance their performance and face exams by being systematic, focused, and proactive, Dr Meyer says.

“And most importantly, we need to apply flexibility and understanding in the parenting approach during this time. Young Adults, with their unique personalities and coping mechanisms, require tailored support.

But beyond academic challenges and triumphs, we should appreciate the journey and celebrate continuous learning, personal evolution, and the tenacity to bounce back, irrespective of the outcomes.”

Art at school a tool for critical thinking

tthomas@advtech.co.za (Tamara Thomas) — Wed, 23 Aug 2023 07:05:10 GMT

Most good schools, whether public or private, incorporate art into their curricula – especially during the primary school years. This subject sometimes has the reputation for being the class where you can take a break from the “real work”, which is why its importance as a developmental tool for critical thinking isn’t well understood.

But parents and teachers can use art to the great advantage of the child, if they know how important its role is and how to practically go about art education and appreciation, an education expert says.

“Art incorporates all the important factors required in critical thinking – observation, reflection, interpretation and application,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, SA’s leading private education provider.

“Parents of younger children know this scenario well: your child arrives home with a piece of art, you praise them for their good work, stick the artwork on the fridge, and move on. However, by taking some more time discussing what went into the construction of the work, parents can gain invaluable insight into their child’s thinking, as well as develop their ability to communicate their thinking,” she says.

Hugo advises parents to ask their children specific questions about their artwork, for instance: “What is that you drew there?” “Why did you decide to do this?” “Why did you choose these colours?”

“When you hear their explanations as to their thoughts, it gives you a window into their world and elevates their work from just another pretty piece to a connection and discussion opportunity. It’s important that parents take the time and make the effort to do that,” Hugo says.

Teachers should also aim to guide students to create observational art if they want to develop critical thinking capacity.

“If you ask someone to draw a flower, they’ll typically draw that one we all do from memory, with the circle in the middle, the little arches around the circle, and a stem with perhaps a leaf or two. But if you put a flower in front of the child along with a magnifying glass and ask them to draw what they see, you are going to find they do a greater dive into deep observation,” says Hugo.

Practical ways to use art to develop critical thinking skills:

Open-ended art projects

Provide opportunities and materials for students to freely express themselves without tight guidance or direction on expected outcomes or deliverables. This helps them assess the tools at their disposal, use their imagination and problem-solving skills, and hone their craftsmanship.

Artistic analysis

Expose students to a wide range of art and lead in-depth discussions about their observations. What do they think the artist was thinking, why do they think certain choices were made in creating the artwork, how does the art make them feel, what do they see in the art? This develops their visual processing skills, linking them up to their analytical skills.

” Combine art and stories

Extend the art lesson by tasking students with developing stories based on their work. These stories can include characters and character development, plotlines, and inspiration for follow-up art.

Combine art and academics

Maths problems have long been approached by drawing a simple sketch of the problem at hand. This can be extended to various other subjects, by asking students to create a visual representation of the matter before them, as well as their proposed solution. This helps them visualise the problem and helps with brainstorming all while exercising creative muscles.

“Imagine believing that children have the ability to express themselves in more than one way. Now times that by 100, if they are given the tools and encouragement to extend their potential range,” says Hugo.

She notes that Loris Malaguzzi, founder of the Reggio Emilia Approach, described the “infinite ways that children can express, explore, and connect their thoughts, feelings and imaginings” as follows: “These languages (the Hundred Languages of Children) are symbolic and are open to the endless potential in children. They believe in the potential of a child’s ability to wonder. It is the belief that there are “multiple ways of seeing and multiple ways of being”.

“A high quality, holistic academic offering will consider this approach to all learning, to ensure students build critical thinking skills, while being offered opportunities to inquire and develop creative theories.”

ADvTECH: Investing in the future through social & environmental commitments

tthomas@advtech.co.za (Tamara Thomas) — Fri, 18 Aug 2023 10:02:18 GMT

ADvTECH is well on its way to fully implementing its value-add social and environmental programmes in the schools and tertiary division, as part of its commitment to providing students with a competitive advantage while also making an invaluable contribution to sustainability for future generations.

Roy Douglas, ADvTECH CEO, says educational institutions have a particularly important role to play, and that ADvTECH is taking the lead on the educational front in South Africa.

“The education sector’s core role is to educate the citizens of tomorrow, and it would be remiss of any organisation to focus only on academic instruction. This is why we have embarked on a path of creating a blueprint for other institutions to follow, to show how education can make a positive impact through developing future focused ethics in all students.”

SCHOOLS

Respect Diversity and Inclusion (RDI)

On the schools front, ADvTECH has been fast-tracking implementation of its RDI programme across all schools as part of its social investment. In addition, it has partnered with WESSA to build on its environmental programme.

In terms of curricula, ADvTECH has ensured that future-focused teaching and learning is a central pillar of its educational offering.

“We have global competencies built into the way we present our curricula and as additional skills-based development for all students in all of our schools and tertiary institutions,” says Douglas.

“This is further supplemented with an internationally aligned EdTech framework, where the focus is on tech-enabled education. We teach our students to become global citizens as we promote critical, creative, reflective thinking, multi-modal communication and self-management.”

He says ADvTECH recognises the importance of imparting the essential global competencies required for students’ engagement in their lives beyond school and university, and a world that looks very different to the one that existed less than a generation ago.

“Building global citizens within diverse environments is essential for success now and into the future. Our students need to become thinkers and innovators to adapt to the changing future work environment. We continue to ensure this is an integral part of our work. Our Global Citizen framework is intentional and comprises lessons on our core values of respect, diversity and inclusion while embedding essential global competencies into each lesson.”

The Wildlife and Environment Society of South Africa (WESSA),

In a South African first, ADvTECH’s 110 schools have partnered with WESSA, to boost its environmentally-focused value-added curricula and content.

“As part of our commitment to Global Citizenship, in the past three years, ADvTECH have invested heavily in our RDI framework and programme. The WESSA partnership is the next step on this journey, which will focus on raising awareness to imprint the impact of environmentally solution-based thinking for future generations,” says Douglas.

WESSA have also committed to developing a value-add programme framework focused on the environment, similar to ADvTECH’s RDI programme.

The framework will focus on delivering strong, coordinated and comprehensive action that will assist every student to acquire the knowledge, skills, values and attitudes to address climate change and to promote sustainable development.

TERTIARY

“At ADvTECH, we are deeply aware of our responsibility, as an employer and educational organisation facilitating the development of tens of thousands of young people across the continent, to put in place programmes and measures to ensure a positive future for society and the planet,” says Douglas.

“We recognise that our natural capital is the foundation of business and society. While investing in environmental sustainability over the past several years, our mission is ongoing, to create value for all stakeholders and contribute to the global goals of sustainable development.”

ADvTECH, through its higher education division, The Independent Institute of Education, is committed to supporting graduates to continue research in social and environmental disciplines. In addition to making a contribution to future sustainability, this focus is also part of its journey to attaining full university status.

“We are particularly focused on renewable energies and water research, as these are key areas where higher education institutions and researchers should be taking the lead,” Douglas says.

Apart from researching solutions of the future, ADvTECH is also implementing changes on the ground, to make an immediate difference. As part of its commitment to environmental sustainability, ADvTECH can report:

36% reduction in water consumption across its sites in 2022
The implementation of water efficiency measures including real-time water consumption measurement, waste-reduction and efficiency-improvement installations with rapid-response capacity for water leak detection and repair,
The integration of environmental awareness across all educational curricula
1 156 new trees planted at ADvTECH sites in 2022, bringing the total to an impressive 253 943, and
The provision of support to a total of 72 environmental projects through CSI.

RESOURCING

ADvTECH is investing not only in ensuring greater access to the highest quality of education, but also into ensure that the continent’s human capital secures gainful employment in the finance, ICT, engineering, supply chain management, logistics, freight, payroll management and contracting sectors and fields. Therefore, ADvTECH’s strategy is to attract, develop and place the best talent across the continent into the career opportunities and workplaces of the future.

As such, ADvTECH’s resourcing division has been increasing its footprint on the continent, with its strategy of entering alternative markets and growing additional business segments.

“We are proud to report that we are having a positive impact on the environment and the communities within which we operate through our group operational footprint of 143 sites and campuses,” says Douglas.

And this impact also makes a difference on a human-to-human, community level, through ADvTECH’s CSI projects, he says.

One of the most effective ways to develop global awareness in students, is to first connect them to their communities beyond the immediate confines of their own families and social environments. This is why ADvTECH aims, in their strategic community engagement initiatives, to lay the groundwork for awareness of interconnectedness through meaningful and relevant service to the community, that enable students to learn from experience while making a contribution to the wellbeing of others and the environment.

“We are developing a new vision of what it means to make a significantly positive impact on what the future might look like. The results from our environmental sustainability programmes and interventions, our future-focused curricula, and community engagement programmes are clear testament to the fact that we are progressively leaving a lasting legacy as a future-focused organisation,” says Douglas.

ADvTECH Successfully Completes Pilot for ADvLEARN

tthomas@advtech.co.za (Tamara Thomas) — Thu, 17 Aug 2023 13:51:15 GMT

ADvTECH Successfully Completes Pilot for ADvLEARN, expanding Digital Learning Platform Across 35 Campuses Benefiting Over 13,500 Students

ADvLEARN offers a personalised approach to learning by harnessing adaptive learning technology and empowering teachers to identify and address knowledge gaps in key subjects including Mathematics (Grade 7 to 12), Mathematical Literacy (Grade 10 to 12), and Physical Sciences (Grade to 10 to 12).

ADvTECH now has access to valuable data, enabling teachers to provide targeted support to students, resulting in improved academic performance. The data analysis has revealed that students who regularly engage with the platform and the personalised learning pathways increase their results by 15% to 29%.

Developed by a local South African company comprising a dedicated team of engineers and developers with a passion for education, ADvLEARN utilises artificial intelligence to create customised learning pathways for each student, ensuring a deeper understanding of concepts. This groundbreaking approach empowers teachers to monitor student progress in real-time, granting insights to cater to individual learning needs. Additionally, the platform enables teachers to assign personalised learning: homework and assessments to students, offering instant feedback with automated grading.

"After the successful pilot phase, ADvTECH is thrilled to announce the formalisation of a contract with the developers, ensuring the continued integration of ADvLEARN across all ADvTECH Schools, including those in the rest of Africa," stated Darren Purdon, Central Academic Team.

"We eagerly anticipate further innovative developments on the ADvLEARN platform, aligned to our commitment to provide our students with a 21st-century education that fosters academic excellence and personalised learning experiences," Purdon concluded.

SENS Announcement | 10 August 2023

tthomas@advtech.co.za (Tamara Thomas) — Thu, 10 Aug 2023 05:49:05 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR THE SIX MONTHS ENDED 30 JUNE 2023

In terms of paragraph 3.4(b) of the Listings Requirements of the JSE Limited, an issuer is required to publish a trading statement as soon as it becomes reasonably certain that the financial results for the next reporting period will show a 20% or more difference from that of the previous corresponding period. The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

Basic NEPS for the six months ended 30 June 2023 is expected to be between 22% and 27% higher than the comparative reporting period for the six months ended 30 June 2022 ("the comparative period") or between 82.1 and 85.5 cents per share as compared to 67.3 cents per share in the comparative period. Basic headline earnings per share (“HEPS”) for the six months ended 30 June 2023 is expected to be between 21% and 26% higher than the comparative period or between 82.3 and 85.7 cents per share as compared to 68.0 cents per share in the comparative period.

Basic earnings per share ("EPS") for the six months ended 30 June 2023 is expected to be between 21% and 26% higher than the comparative period or between 82.5 and 85.9 cents per share as compared to 68.2 cents per share for the comparative period.

All divisions contributed to this strong performance by the group.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the six months ended 30 June 2023 on the JSE’s Stock Exchange News Service on or about Monday, 28 August 2023.

10 August 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH: investing in the future through social & environmental commitments

tthomas@advtech.co.za (Tamara Thomas) — Tue, 08 Aug 2023 11:09:56 GMT

South Africa’s leading private education provider, ADvTECH Group Ltd , is leading the way in the country’s education sector through future-focused investment by way of its double-pronged strategy with a focus on both the social element of developing global citizen leaders and environmental sustainability.

As part of this commitment, ADvTECH have invested in its Respect Diversity and Inclusivity (RDI) framework and programme that has been embedded in its schools over the past three years. The Group is now taking this a step further by including environmentally focused content and topics as a value-add for students within the Schools Division. It has also focused on raising awareness to imprint the impact of environmentally solution-based thinking for future generations.

Within the Tertiary Division, ADvTECH has developed meaningful engagement through community engagement and citizenship-focused programmes. The programmes focus on enhancing the triage of learning and teaching, research and corporate social engagement. This, amongst other strategic objectives, will support its journey on the road to attaining University status.

In terms of curricula, ADvTECH has ensured that future-focused teaching and learning is a central pillar of its educational offering, by its rollout of a nationwide RDI programme.

“ADvTECH aims to build schools that embrace Respect, Diversity and Inclusion to make sure every student feels welcome and has a sense of belonging, to enable them to thrive in an uncertain world. We have a responsibility to our students, teachers, lecturers and parents that our students will thrive beyond the world of work,” says Lurie.

“We align the RDI curriculum to global competencies, based on real-life situations and scenarios to prepare students for situations they may face at a school or in the world beyond school.”

Lurie says ADvTECH recognises the importance of imparting the essential global competencies required for students’ engagement in their lives beyond school and university, and a world that looks very different to the one that existed less than a generation ago.

“Developing global citizens within diverse environments is essential for success now and into the future. Our students need to become thinkers and innovators to design the future of work and not just work in it. We continue to ensure this is an integral part of our work.”

Lurie says ADvTECH’s Global Citizenship programme recognises that individuals are not actors affecting isolated societies and contexts, but rather that they are members of multiple, diverse local and broader networks and that one’s responsibility extends beyond one’s immediate environment.

“With Academic Excellence as our North Star in all our endeavours, we are also developing a new vision of what it means to make a significantly positive impact on what the future might look like,” she says.

ADvTECH schools join WESSA environmental partnership

tthomas@advtech.co.za (Tamara Thomas) — Tue, 08 Aug 2023 11:04:51 GMT

In a South African first, 110 schools from the stable of private education leader ADvTECH, have partnered with the Wildlife and Environment Society of South Africa (WESSA).

“In recognition of our responsibility to develop responsible citizens and leaders of the future, ADvTECH will be working with this iconic South African organisation, which will boost our environmentally-focused value-added curricula and content,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH.

“As part of our commitment to Global Citizenship, in the past two years, ADvTECH have invested heavily in our RDI(Respect, diversity and inclusion) framework and programme. The WESSA partnership is the next step on this journey, which will focus on raising awareness to imprint the impact of environmentally solution-based thinking for future generations,” she says.

ADvTECH believes that education must be transformed to respond to global environmental challenges. Last year, a few select schools joined WESSA as part of a trial programme. Following the success of the pilot, a total of 110 ADvTECH schools will now join the programme.

WESSA have also committed to developing a value-add programme framework focused on the environment, similar to ADvTECH’s RDI programme.

“The framework will focus on delivering strong, coordinated and comprehensive action that will prepare students to acquire the knowledge, skills, values and attitudes to address climate change and to promote sustainable development,” says Hugo.

“Education has a significant impact on society and future generations, which is why we believe and invest in more than academic excellence, but extend our focus to include environmental education. We are committed to fulfilling our responsibilities towards our immediate communities as well as broader society, to make a sustainable and impactful difference into the future.”

Hugo says that, given the nature of ADvTECH’s business, its environmental footprint is not significant. However the group feels compelled to go beyond the basics, and practise and teach environmental stewardship to employees, students and communities to help preserve the country’s natural assets for future generations.

“Sustainability and environmental education are priorities at ADvTECH. This is why we are delighted to announce the WESSA partnership, which will ensure our curricula will encourage students to explore environmental knowledge and help protect our natural resources.”

Cindy-Lee Cloete, WESSA’s Head of Programmes and Projects, says this partnership enables them to use education for sustainability as a service to communities and a commitment to both people and planet.

“With the WESSA Eco-Schools Programme celebrating its 20 ^th anniversary in 2023, it creates the perfect platform for the ADvTECH schools to educate, advocate and act for a healthier, more just and sustainable future. WESSA is proud to be ADvTECH’s partner of choice as they embark on becoming intentional sustainability institutions.”

Back to school by Keith McLachlan

tthomas@advtech.co.za (Tamara Thomas) — Mon, 07 Aug 2023 07:17:54 GMT

https://www.moneyweb.co.za/news/south-africa/back-to-school/

Beyond price returns in the market, how are these businesses performing on the ground?

A little over a year ago, I picked ADvTECH ( ADH ) as my preferred education stock ( Pick of the education stocks) while highlighting the growth of Stadio ( SDO ). I did not like Curro ( COH ) at that point both operationally and from a valuation perspective.

While a single year is an arbitrary measure of performance, Stadio is the clear winner when you view the three stocks’ relative performance to each other.

Read: South Africa’s dysfunctional universities

ADvTECH has generated a comfortable price return of around 12% and comes in middle place.

Dead last, Curro was the right stock to avoid.

Beyond price returns in the market, how are these businesses performing on the ground?

All three are about to report in the next month, so this is premature to speculate on.

What we do know is their year to 31 December 2022 results and how that performance related to the year prior:

ADvTECH: Revenue up 18%, headline earnings per share (Heps) up 20%, student enrolments up 5% (7% schools, 4% tertiary);
Stadio: Revenue up 11%, core Heps up 18%, enrolments up 8%; and
Curro: Revenue up 17%, recurring Heps up 35%, enrolments up 6%.

More recently though, we have had trading updates and AGM updates from Stadio and Curro .

The latter is expecting to report recurring Heps growth of between 26% and 45% year on year (y/y) while the former has reported continued growth in enrolments of 8% y/y into this year. ADvTECH is yet to put out any update.

What is clear is that while Curro’s enrolments are weaker than the rest, it is degearing its balance sheet and driving efficiencies that are seeing its bottom line catching up with its share price.

Indeed, this once highly valued stock is now sitting on a price-earnings (PE) ratio of 14.6 times, which feels quite reasonable.

Likewise, Stadio’s growth profile is delivering steady growth, albeit on a share price with a 24.7 multiple that is clearly pricing in a fair amount of future growth. Almost the opposite of Curro, this multiple is increasingly starting to feel unreasonable.

Finally, the lowest valued stock is ADvTECH's 12.7 PE. Yet, if you look at the above, the group’s revenue growth is higher than both its peers. It has some financial leverage that sees its bottom line growing faster than Stadio, albeit with slower enrolment growth in the tertiary segment. When comparing ADvTECH against Curro, ADvTECH's schooling side is growing enrolments faster!

We will see what all the coming results reveal in these education stocks. The starting half of the financial/calendar year is a key reporting period for these businesses as their enrolments that generate revenue through the year tend to be frontloaded into this period (students enrol at the start of the year). In other words, if there is a revenue miss now then it is nearly impossible to make this up in the second half, and thus you can expect a bad full year.

Other key aspects will be to make sure debtors are under control, cash flows and balance sheets are healthy and, importantly, enrolment growth is maintaining a positive trajectory.

I want to see steady increase in returns on capital at Curro, an above-market growth rate in Stadio enrolments (they’ve got to grow into their multiple!), and ADvTECH should have a balance growth profile that is slightly elevated from (continuing) growth in their African operations.

While these coming results may change my opinion, at this junction and despite the one-year view of share price performance, ADvTECH still stands out as the quality stock at a reasonable valuation in this sector.

I remain comfortable sticking with that view.

Keith McLachlan is chief investment officer at Integral Asset Management.

Subject choices: the comprehensive guide for parents and pupils

tthomas@advtech.co.za (Tamara Thomas) — Thu, 27 Jul 2023 06:43:31 GMT

Adrian Garden, deputy dean: of teaching and learning at the Independent Institute of Education’s Rosebank College, says the most important thing to remember is that subject choices are selected in such a way that it leaves as many doors as possible open based on an individual’s interests and ability in specific areas.

Grade nine pupils across South Africa will soon be tasked with deciding which subjects to pursue from next year until they sit for their final examinations at the end of grade 12.

It is a significantly challenging process for most pupils (and the parents who must support them), particularly for those young people who yet still need to have a clear idea regarding what studies and careers they might want to pursue in future.

To assist with this important exercise, an education expert has put together a helpful guide with practical steps to guide pupils and parents toward making the best, most informed decisions they can make.

Adrian Garden, deputy dean: of teaching and learning at the Independent Institute of Education’s Rosebank College, says the most important thing to remember is that subject choices are selected in such a way that it leaves as many doors as possible open based on an individual’s interests and ability in specific areas.

“It is hard for almost everyone to make a decision which will have implications a few years into the future, but if you take some time to carefully consider and investigate which subjects will best serve you as an individual down the line, you will have a good foundation from which to launch your post-school endeavours,” he said.

PUPILS

Understand who you are

Your values, personality, aptitude, talents and passion significantly influence your career choice. It is crucial to explore these aspects of yourself. Professional psychometrists can help you explore these avenues. Still, there are also accessible online assessments that can provide insights: the Myers Briggs test , aptitude test and multiple intelligences assessment .

Look for careers that match your strengths, passion and talent

The best opportunity to excel and advance while gaining a positive workplace reputation will arise if you can apply your passion, talents and abilities in your chosen career. Some professionals can assist with identifying these traits, but your school career counsellor is also available, as well as a family support structure and online resources and tests. Once you have an idea of the possible careers that suit your profile, you can explore them further by researching what the career entails, speaking to people in that field about their experiences, and even shadowing the person during your breaks to see what the job is actually like. Understanding where these successful candidates started and targeting potential job roles is advantageous. One place to start is by taking this online career test .

Identify the qualification that gives you the best shot at being hired in that career

This will allow you to narrow down the combination of school subjects you need to study that particular qualification at a higher education institution (either public or private). It will also give you a firm objective and attainment goal for the results you must achieve to be accepted on that course. You will become familiar with admission requirements, minimum achievement scores and specific subject choices that the higher education institution seeks.

Choose subjects that will allow entry into your tertiary qualification of choice

Based on the admission requirements, you can decide on the combination of subjects that will get you entry to the course you want to study at a higher education institution. It is essential to seek guidance from your teachers, career counsellors, family support structures and the HE institution to ensure you have selected the correct combination of subjects. When selecting optional subjects, it is essential to identify subjects that will improve your aggregate score. In some instances, choosing maths literacy over core maths could be preferable because you can focus on achieving high scores in all chosen subjects and thus secure entry into the qualification you want to study.

PARENTS

Help your child discover their path

As parents and guardians, it is very tempting to gently (or even not so gently) steer our children down a particular path or choose their career for them. We often decide which higher education qualification our children should enrol for and go to great lengths to make that a reality. We must recognise that our children have unique strengths, skills and abilities. They also have dreams and aspirations. If we guide them to a career that allows them to fulfil these dreams, they will undoubtedly be successful.

Help them with the admin and logistics

Choosing appropriate subjects in grade 10 is quite an involved process. Your child will need help to schedule appointments, arrange meetings, connect with professionals in that career, and arrange work shadow experience, for instance. Assisting on the logistical side will relieve some of the anxiety and stress associated with the elimination and decision-making process.

Remind and encourage your child as they develop the vision for their life

Sometimes, children need to be reminded about the reasons for their effort. Encourage your child by reminding them of their strengths and long-term vision for their life, and create a supportive environment where they feel safe to talk and are open to guidance.

Higher Ed: Closing the gap between university curricula and employer needs

tthomas@advtech.co.za (Tamara Thomas) — Tue, 27 Jun 2023 08:10:52 GMT

Most parents wish to provide their children with the skills, competencies and therefore education to become successful and accomplished in their careers. In pursuit of this objective, they place their trust in universities and other higher education institutions to properly prepare their children for the ever-changing job landscape.

However, given how dramatically the world of work has changed and continues to change, it is crucial for all higher education institutions to consider and in many cases review their offering, to ensure they deliver relevant and integrated curricula that adequately meet employer demands and enable students to excel in their chosen fields, an education expert says.

“Higher education institutions must therefore now - more than ever before - include and be intentional in integrating 21 ^st Century and industry aligned graduate attributes into all curricula,” says Cymbeline Harilal, Instructional Designer at The Independent Institute of Education (The IIE), SA’s leading private higher education provider.

Harilal notes that between the corporate and educational sectors, there is a concerning mismatch between industry demands and graduate attributes developed in universities.

“It is necessary for universities to bridge the gap through the delivery of dynamic curricula that addresses the disparity between skills supply and industry demand. The relevant skills outlined in the World Economic Forum's report on 21st-century requirements highlight the significance of an adaptable curriculum in response to changing job demands. These 21st-century skills are comprised of foundational, competencies, character qualities and technical skills.”

These skills can be broadly described as:

1. Foundational

Students must be able to apply the core skills of literacy, numeracy, scientific, IT and financial literacy. These are predominantly developed in school but some students that matriculated from schools in disadvantaged communities may need additional support.

2. Competencies

Critical thinking, creativity, clear communication skills (both written and spoken), problem-solving abilities and collaboration are critical for interacting in a corporate environment where these skills are required to drive the business to be effective, efficient, and competitive. An additional competency that has recently become important is the ability to apply oneself independently in a remote work environment.

3. Character qualities

These are more difficult to integrate into a curriculum as they ultimately boil down to personality traits but it is important to note that they can be introduced and developed. Curiosity, confidence, initiative, persistence (grit), emotional intelligence, adaptability, leadership, resilience, and social/cultural awareness are among the traits that are valued in the workplace.

4. Technical skills

Proficiency in complex technologies, data manipulation, and strategic utilisation of technology has become essential for gaining a competitive edge geared towards bridging the gap between the skills demanded by industries and those provided by higher education institutions.

Harilal further explains how as expectations evolve and the future job market remains uncertain, many graduates express apprehension about their employment prospects. Higher educational institutions’ role in bridging this gap through a dynamic curriculum is pivotal in aligning employer demands with 21st-century skills. This requires continuous research into industry needs and the integration of essential skills within their curricula.

“Universities are duty-bound through its curriculum and learning design to develop and shape critical and independent thinkers, equipping students with the necessary attributes to thrive in the ever-evolving world of work. Recognising the scarcity of employment opportunities, curricula must go beyond compliance with policies and regulations, to continuously evolve and remain flexible, ensuring that students' education aligns with employers' expectations.”

She says students should be provided with opportunities to evaluate conceptual knowledge, analyse complex ideas, and generate innovative solutions, enabling the development of numeracy, writing, communication, and technological skills to meet industry demands.

“By bridging the gap between employer expectations and the skills possessed by graduates, a seamless transition into the professional world of work becomes more likely – to the benefit both of the graduates and industry in South Africa.”

The IIE’s Varsity College’s National High Schools’ Quiz

tthomas@advtech.co.za (Tamara Thomas) — Fri, 23 Jun 2023 05:56:07 GMT

R100 000 UP FOR GRABS WITH ANNUAL NATIONAL HIGH SCHOOLS’ QUIZ

Grade 9, 10 and 11 learners’ knowledge on subjects ranging from geography, history, science & nature, sport, entertainment and current affairs will be tested during the much anticipated annual National High Schools’ Quiz. With questions designed to reflect the latest trends in academia and to challenge the students to put their critical thinking caps on, The IIE’s Varsity College’s National High Schools’ Quiz is more than just a competition. It is a platform that brings together the brightest young minds across the country, allowing them to showcase their knowledge and compete with like minded peers.

The quiz, which consists of 3 rounds, will be run digitally in each venue via the Kahoot App, and participants will need a smartphone or a tablet to answer the questions. The first round will take place on Wednesday, 06th September 2023, on all eight of The IIE’s Varsity College campuses. The top ten learners from each campus event will advance to a regional final to be held in Gauteng (Sandton), KZN (Westville), Nelson Mandela Bay and Cape Town. The top eight learners from the regional finals will meet at the National Grand Finale to be held in Gauteng (Waterfall) on Saturday, 14th October 2023.

Participants, teachers/coaches and schools across the country stand a chance to win great prizes too. The eight national finalists will each receive a Samsung tablet as well as a cash prize of R2 500.00. Each national finalists’ teacher/coach will receive a R500.00 retail voucher. The national winner will receive a cash prize of R10 000.00. The national winner’s school will receive a cash prize of R10 000.00. The national winner’s teacher/coach will receive a cash prize of R5 000.00.

High schools from across the country are encouraged to register their grade 9, 10 and 11 learners for the National High School Quiz. The application form will be available on The IIE’s Varsity College Website (www.varsitycollege.co.za) and will be accompanied by the quiz rules and the terms and conditions. Entries close on 18th August 2023. Get Ready! Get Armed! Get Quizzing!

How AQ can boost your career in a changing world of work

tthomas@advtech.co.za (Tamara Thomas) — Thu, 15 Jun 2023 10:37:09 GMT

In the volatile and uncertain economic landscape that has come to characterise the past few years, a new kind of intelligence has emerged as the one that sets apart those who adapt and grow in their careers – Adaptability Quotient, or AQ for short.

In the past, Intelligence Quotient (IQ) was considered a major differentiating factor, and for the past decade or so, Emotional Quotient (EQ) has been that differentiating factor. Given developments of the past decade and in particular the past four years, Adaptability Quotient (AQ) has now become a key part of the mix, says education expert Talita van Wyk, Head of Programme in the Faculty of Finance and Accounting at The Independent Institute of Education, SA’s leading private higher education provider.

“Within the workplace, we are faced with continuous change – whether it is due to macro- or micro-environmental factors. Add that to all the changes requiring adaptation at home, in the community, within relationships and the way we perceive things, we need to start developing responses that become more adaptable, pivot quickly and with resilience, and lead the way within the change to stay on top of things,” says Van Wyk.

She notes that the concepts of IQ , which signify mental potential and efficiency, such as the ability to understand things, and EQ , which is the ability to understand and manage emotions positively, and deal with emotional issues in one's life effectively and positively, are not new concepts.

“However, in today’s uncertain environment, the concept of Adaptability Quotient (AQ), which is a measure of an individual's ability to adapt to new and changing situations is less familiar, but becoming one of the foremost determinants of success.”

“AQ, which incorporates IQ and EQ, has become increasingly relevant, because individuals with a high AQ can manage challenges and changes, and solve problems quickly and effectively in the workplace with their neutral approach to understanding various situations and providing effective solutions and outcomes.”

Here are some reasons why AQ is important in the workplace:

Flexibility: People with high AQ are generally more flexible and adaptable, allowing them to quickly learn new skills and adjust to changing requirements and responsibilities, which is essential in industries that are constantly evolving, like most industries today are.
Innovation and Collaboration: People with high AQ are more likely to come up with creative solutions to problems and work collaboratively, as well as being more open to a range of perspectives. This can lead to new ideas, products, and services that can drive growth and competitive advantage for their organisations. Collaboration creates constructive discussions for learning and growth towards a thriving work environment.
Resilience: AQ determines an individual's ability to recover from setbacks and failures. Employees with high AQ are better equipped to bounce back from setbacks and maintain a positive attitude, which is important in maintaining productivity and morale in the workplace, particularly given the current environment.
Leadership: AQ is also very relevant for leaders in the workplace. Self-awareness, understanding and knowing oneself well, assist in the self-confidence required to lead change within the workplace. Leaders with a high AQ can anticipate, look at various probabilities and adapt to changes in their industry, and inspire their teams to do the same. This can help organisations stay ahead of the curve and maintain a competitive edge.

“AQ is highly relevant in the workplace of today, and will continue to be so in future, as it includes key skills that help employees and leaders adapt to changing circumstances in a meaningful and positive way, innovate, and maintain a positive and productive work environment. It is therefore incumbent on institutions of higher learning to ensure this vital skill is developed in students, while organisations and leaders who prioritise AQ can create a culture of resilience and innovation that can help them stay ahead of the competition and thrive within their industry.”

SENS Announcement | 13 June 2023

tthomas@advtech.co.za (Tamara Thomas) — Tue, 13 Jun 2023 12:24:49 GMT

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 DIRECTORS, A DIRECTOR OF A MAJOR SUBSIDIARY, PRESCRIBED OFFICERS AND GROUP COMPANY SECRETARY

The date of vesting is 23 May 2026.

13 June 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Parental involvement: A crucial ingredient for academic success

tthomas@advtech.co.za (Tamara Thomas) — Tue, 13 Jun 2023 07:34:25 GMT

Parents and guardians play a vital role in the overall development and academic growth of their children during their educational journey. However, in today's world, despite an increased need for parental support and involvement, many parents find it challenging to fulfil this role due to various reasons including, but not limited to, time constraints, lack of knowledge about modern school curricula, and personal or work-related circumstances.

But parental involvement isn’t an all-or-nothing proposition – either one is part of a child’s journey or not – because there are various small ways in which a parent can become a valuable pillar of support and encouragement for their child, which can make a huge difference even with limited but consistent investments of time and effort, an education expert says.

“Parental involvement is essential for a child on all levels, including academic achievement, and it is undeniable that children whose parents or guardians support them in their educational journey have a stronger foundation for academic performance, positive learning experiences, and personal growth,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, SA’s leading private education provider.

“Nonetheless, and very understandably so, many parents struggle to strike a healthy balance between their daily obligations and work responsibilities while also providing the necessary support and encouragement their children need on their academic journey.

“Fortunately, being involved doesn't require parents to drop the other balls. Even small but consistent connections to School, can make a significant difference in their child's educational success and emotional wellbeing,” she says.

Maintaining open lines of communication is crucial, Hugo says.

“Parents should ensure that they receive and stay informed about all school communications. If any issues arise, prompt communication with the school can address these matters before they escalate into more significant challenges.

“Additionally, parents should engage in daily conversations with their child, to understand their experiences, both positive and negative. This simple practice requires minimal time but provides valuable insight into potential challenges, enabling parents to stay proactive regarding their child's performance and well-being while also staying connected to what is happening in their lives.”

Whenever possible, parents should participate in school activities and events. Where schools organise events such as parent-teacher conferences, school fairs and sports matches, making the time to attend these activities periodically, demonstrates interest in and appreciation for the importance of a child's educational journey and holistic development as part of a larger learning community.

Maintaining a positive attitude towards the educational journey is also essential, says Hugo.

Students benefit from having supportive structures in place as part of their daily routine that are conducive to learning. Parents can help create a positive atmosphere and should where possible provide a dedicated space for studying that is quiet and comfortable.

“Children often feel anxious and overwhelmed by their studies, making it crucial for parents to remain positive and encouraging, even during challenging times.”

“In addition to providing logistical support, parents should also help their children develop a growth mindset and a love for learning. Encouraging curiosity, creativity, and critical thinking, as well as assisting them in setting realistic and achievable goals, can foster their academic and personal growth.”

Celebrating progress and offering constructive feedback and guidance in the face of setbacks are more effective approaches than dwelling on failures, Hugo says.

“Regularly acknowledge and celebrate the child's effort and progress instead of focusing solely on outcomes and grades.”

Beyond facilitating improved academic and personal growth, parental involvement also lays the groundwork for stronger parent-child relationships.

“Even small acts of involvement can lead to enhanced academic performance, positive behaviour, higher self-esteem, and a closer bond between parent and child.”

Private education leader ADvTECH harnesses Analytics to ace proactive service management with Freshservice

tthomas@advtech.co.za (Tamara Thomas) — Thu, 01 Jun 2023 06:09:46 GMT

Please click here to read the original article at Freshworks.com

Transformation Highlights:

Africa’s largest private education provider, ADvTECH was previously using a service desk with limitations, so they sought a customizable solution that could seamlessly expand into their various teams and brands to ensure excellent service delivery to their tens of thousands of school and university students in South Africa and the rest of Africa.
The search for a new solution began and ended with Freshdesk for ADvTECH’s students and parents and Freshservice for their employees.
With Freshservice, ADvTECH found an easy-to-use, one-stop ITSM solution that allowed all their teams to work together.
They use Analytics extensively to get insights across key performance metrics, which then helps them make data-backed business decisions.
Workflow Automator, Self-Service Portal, Ticket Forms, and Change Management are some of the Freshservice features that have proved extremely pivotal for the group.

About ADvTECH Group

ADvTECH Group leads the private sector in Africa in school and tertiary education and resourcing, contributing meaningfully towards sustainable human capacity development in South Africa by providing the highest quality education, training, skills development, and career placement services.

The ADvTECH Group has a tertiary education division, a schools division, and a properties division. They also have a centralized support office, their head office in Sandton, where the IT team, Group Shared Services (centralized finance team for schools), and the Properties team also sit.

In April 2022, ADvTECH embarked on finding an easy-to-use and customizable one-stop solution service desk that teams across functionalities, brands, and divisions could use. We spoke to the ICT Manager of the Service Desk at ADvTECH to understand how they chose Freshservice to empower digital transformation across the organization.

Moving to a scalable service desk for a fast-growing organization

The IT team at ADvTECH Group was using a different service desk earlier. As the organization grew, they wanted to find a scalable tool that helped collaborate with context.

ADvTECH also felt they needed an easily configurable and customizable solution that did not require coding knowledge. They were looking to extend this solution across different brands and departments. They wanted to seamlessly move tickets between departments, configure metrics and filters, and derive meaningful insights.

ADvTECH was looking to expand the scope of offerings of a service desk and extend it to all teams in schools, tertiary institutions, and administrative offices. They also wanted deeper visibility into their organization, so they decided to move forward with Freshservice.

Freshservice’s easy-to-use UI and no-code interface

Moving to Freshservice was an administrative game-changer for ADvTECH. They found a tool that could be used by anyone and across departments. They had already used Freshdesk for a few years, primarily as a customer-facing tool for parents and students. With Freshservice coming in, ADvTECH’s employee experience was positively impacted. Freshservice is now used by their centralized support office to support all their employees.

Leveraging in-depth Analytics to make better business decisions

“As soon as I got involved in Freshdesk, I started looking at the data and building insights with Analytics. And to be honest with you, when I started understanding Freshdesk Analytics, I didn't even bother looking at the other solutions we were planning to look at. We knew we wanted Freshservice.”

ICT Manager of the Service Desk

One of the primary reasons ADvTECH started using Freshservice was how much value they saw in Analytics while using Freshdesk. Insights from Analytics have been game-changing for ADvTECH as they improved agent performance across response and resolution time SLAs.

They have a very systematic approach to tracking performance by creating curated reports for each of their individual tertiary entities. They were further able to drill down data based on tickets raised by each student, ensuring they address students with maximum open tickets and improve their user experience. They also created different reports to track agent performance and incentivize them based on parameters like the highest number of tickets handled and best resolution times. These improvements ensured and will continue to ensure a greater customer experience for students, enabling them to focus even more on their core aim of excellence in education rather than administrative logistics.

ADvTECH has also used Analytics to understand various pain points and improve efficiency across the organization. They created reports for senior management to understand what tickets get logged from their campuses to the centralized support office. After analyzing the results, they made changes like expanding their support teams, upskilling them, and also increasing the limit of tickets handled per agent from 10 to 100. All these initiatives helped them improve their business efficiency and provide a delightful experience to their customers and employees.

Managing high ticket volumes with bucketing, Canned Responses, and Knowledge-base articles

Twice every year, the support office teams at ADvTECH go through their busiest times, once during registration and then during graduation. To tackle this, ADvTECH created a Student Information System (SIS) registration dashboard with various customized widgets to bring granular data into the platform. This helped them better classify tickets into buckets and make resolution more efficient. This bucket view gives them clearer visibility of the main problem areas and allows them to take suitable action.

Along with bucketing, ADvTECH also uses canned responses and solution articles to reduce the workload for their agents. For instance, if an agent needs to help a student change an incorrect date of birth on their registration form, all the agent needs to do is log a ticket. The rep at the support office will connect with them and send them a solution article to help the student in under 30 minutes.

Extending Freshservice experience with Freshworks Marketplace

The ADvTECH team uses a host of apps from Freshworks Marketplace that allows them to drive key integrations with Freshservice and do more with it. Azure Active Directory Provisioning (SCIM) is an integration that helps drive agent productivity through access management.

Tapping into key Freshservice features

The ADvTECH Group pointed out four pivotal benefits they saw with using Freshservice features

Better automation and smart workflows: Automation is at the core of ADvTECH’s move to Freshservice. When they made the switch, they worked to mandate automation across as many business processes as possible. The Workflow Automator has been very helpful in simplifying and eliminating the physical need for managing tickets by agents. ADvTECH also uses automation for routing specific tickets to certain agents and to populate a category/subcategory on the agent’s side. ADvTECH has improved its process efficiency and service agility by automating repetitive tasks with powerful workflow automation.
Unified support across teams via the Self-service Portal: ADvTECH has implemented the portal directly for several support teams without having to create separate email addresses for them. This has helped them provide a one-stop shop for all their employees to avail support services from multiple teams. The tickets raised via the portal are all logged using customized forms, which ensures clean data entry for each workstream. The use of the support portal has greatly reduced resolution times across teams.
Efficient data collection with customizable ticket forms: The organization uses forms to capture accurate information from users raising tickets. Earlier, when the teams at ADvTECH relied on email, none of the essential information would get captured, and it would waste a lot of time. Freshservice’s ticket forms have customizable fields and can be modified as needed. ADvTECH has modified these form templates to suit each department and function, which ensures that only relevant information is captured for various tasks. Using ticket logging forms, they have provided their business with important insights and captured in-depth information from users. They get access to 90% of the required information to resolve a ticket more efficiently and within SLA.
Automated approvals via Change Management: ADvTECH has optimized its systems and processes using Freshservice – from notifications to track change requests to monitoring and reporting. ADvTECH uses intelligent workflows that facilitate ticket routing based on system, priority, and category. For instance, if a change request comes in that needs approvals, a notification will go out to the relevant agents, and once the approvals have come in, the change will automatically be facilitated, concluding the change lifecycle. Within ADvTECH’s IT division, many departments have access to change control, such as the Security team, the Cyber Security team, the Desktop team, the Enterprise team, the Data Enterprise team, and the SIS team.

Looking ahead

ADvTECH is investigating the possibility of more applications for bots to lessen the workload on agents by focusing on deflecting most tickets. They are also keen to further seamlessly tie Freshdesk and Freshservice together to optimize their efficiencies and create a unified system. Their long-term vision is to expand Freshdesk and Freshservice to smaller teams within each individual brand under the ADvTECH Group.

“What I love most about Freshservice is that it’s customizable and very user-friendly. We have been able to expand our service desk across colleges and different teams across the group. It’s a tool that can be used by anybody.”

ADvTECH ICT Manager: Service Desk

SENS Announcement | 18 May 2023

Thu, 18 May 2023 13:29:57 GMT

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 3.91 of the JSE Listings Requirements, shareholders are hereby advised that at the annual general meeting (“AGM”) of shareholders of the Company held today, Thursday 18 May 2023, 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 meeting was attended by shareholders representing 424 456 466 ADvTECH shares which amounted to 76.55% of the total ordinary issued share capital of ADvTECH, voting in person or by proxy.

1. Ordinary resolution number 1: Adoption of annual financial statements

2. Ordinary resolution number 2: Confirmation of appointment of DL Smith

3. Ordinary resolution number 3: Confirmation of appointment of SW van Graan

4. Ordinary resolution number 4: Confirmation of appointment of A Watson

5. Ordinary resolution number 5: Re-election of C Boulle

6. Ordinary resolution number 6: Re-election of CB Thomson

7. Ordinary resolution number 7: Re-election of MM Nkosi

8. Ordinary resolution number 8: Extension of C Boulle’s appointment

9. Ordinary resolution number 9: Re-election of KDM Warburton as member and chairman of the Audit and Risk Committee

10. Ordinary resolution number 10: Re-election of JS Chimhanzi as member of the Audit and Risk Committee

11. Ordinary resolution number 11: Re-election of CB Thomson as member of the Audit and Risk Committee

12. Ordinary resolution number 12: Election of A Watson as member of the Audit and Risk Committee

13. Ordinary resolution number 13: Appointment of external auditors

14. Ordinary resolution number 14: Signature of documents

15. Non-binding advisory vote number 1 – Remuneration policy

16. Non-binding advisory vote number 2 – Implementation report

17. Special resolution number 1: Approval of non-executive directors’ fees

18. Special resolution number 2: Authority to give loans or financial assistance to subsidiaries and related or inter-related companies

19. Special resolution number 3: General authority to acquire the company’s own shares

In a business update to shareholders at the AGM, Group CEO, Roy Douglas, indicated that the business has maintained its positive momentum and performing in line with expectations.

Enrolment numbers across schools and tertiary divisions, as published in March 2023, were pleasing. Enrolments in the rest of Africa maintained double digit growth. The Group is also encouraged by the completion of the remediation work relating to debtors within the tertiary division which arose in the prior year. The Group has collected R245m of the tertiary debtors that were outstanding at the year-end, and the system issues have been largely resolved.

The economic environment remains challenging with the combination of sustained loadshedding, rising interest rates and inflationary pressures negatively impacting consumers. However, the business remains well positioned and sufficiently robust to continue delivering in line with its strategy.

18 May 2023

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

Postgraduate students: How to thrive during your Masters/PHD studies

tthomas@advtech.co.za (Tamara Thomas) — Wed, 03 May 2023 06:11:53 GMT

At the start of the academic year, university students tend to make decisions without carefully considering the purpose and potential consequences that these decisions will hold for themselves and the people close to them. This realisation can hit home for postgraduate students a few months in, which is why it is important to reflect on the initial motivation for studying further and consider the path ahead to ensure success, an education expert says.

“When it comes to postgraduate studies, it is important that you know what the main goal is for studying further. Completing a postgraduate programme is a life-changing, long-term personal journey that one embarks on, so students must ensure they have a clear vision for the journey to enable them to reach that vision accordingly,” says Dr Willy Engelbrecht, Dean: Research and Postgraduate Studies at The Independent Institute of Education .

He says current as well as prospective Master’s and Doctoral students should consider the following guidelines to successfully navigate their postgraduate journey:

PLANNING THE JOURNEY

Planning your journey is an integral part of successfully completing your postgraduate studies, says Engelbrecht.

“You need to know exactly the reasons for registering for the programme, as well as what the expectations are of students. Once you clearly understand what will be required of you, you need to plan your schedule accordingly for the next few years to ensure you spend adequate time completing your qualification.

“You also need to factor in the applicable ongoing assessment requirements throughout the programme, workshops which may be scheduled over weekends or after-hours, and consultation time with lecturers or supervisors. Ensure that you are aware of what is required of you and schedule those requirements in your calendar alongside your work and personal commitments.”

GOAL SETTING

The metaphorical question about how to eat an elephant can easily be aligned to postgraduate degree studies, says Engelbrecht.

“The answer is, of course, piece by piece. That is also how one completes a Master’s or Doctoral programme - step by step. Setting SMART goals will enable you to break down the task of successfully completing the programme into smaller, more achievable milestones that will ultimately lead to graduation. The milestones can be broken down into smaller chunks, such as to complete module by module for coursework programmes or chapter by chapter for research-based programmes.”

Students can use SMART goals to assist them in setting up targets that can be shared with their supervisor, lecturer, or support group to keep them accountable throughout their postgrad journey. This means goals must be Specific; Measurable; Attainable; Relevant; and Time-bound.

SCHEDULING

Effective scheduling and keeping to the plan will enable you to manage your time throughout your postgraduate studies effectively.

“The best way to manage your time effectively is to schedule specific timeslots within your calendar and keep to those agreed encounters. Schedule your reading, writing, or thinking time and ensure you utilise those 30-, 45- or 60-min sessions effectively.

“It is also important to schedule free time to relax, catch up with a friend, watch a movie, engage with family, etc. When you have your scheduled downtime, be fully present and engaged with that, and put thoughts of your studies on the backburner for the duration.”

SKILLSET DEVELOPMENT

This is an essential part of a good postgraduate programme, and you will benefit by attending such sessions if offered by your university, says Engelbrecht.

“Make sure that you develop readings skills that will enable you to read faster and quickly scan for relevant content; complete a methodology course that will enable you to better understand the methodological processes; attend library training that will assist you with sourcing relevant literature; or join presentations by industry experts on theory vs practice.”

Additional developmental sessions offered by an institution will enable you to move with greater ease through the process of completing your studies.

SUPPORT STRUCTURES

“Don’t do it alone! Support structures are critical for the successful completion of your postgrad studies. Your family and loved ones must understand what you are doing, why you are doing it and what you need from them during this time,” says Engelbrecht.

“You need to expand your support structure to your fellow postgrad peers, so that you are surrounded by people who understand and share with you the challenges, stresses and celebrations during the completion of your studies. A good support structure will keep you accountable, motivated, and committed to completing your studies.”

REWARDS

Be sure to celebrate milestones along the way. From the acceptance of the proposal, completion of a chapter, ethics clearance, data collection completion, and write-up of the final document - your rewards can be anything from a celebratory coffee, special dinner with family or friends, a weekend away, or just reading a good book.

There's A Lot To Like About ADvTECH's (JSE:ADH) Upcoming R0.37 Dividend

tthomas@advtech.co.za (Tamara Thomas) — Tue, 18 Apr 2023 09:41:15 GMT

Regular readers will know that we love our dividends at Simply Wall St, which is why it's exciting to see ADvTECH Limited ( JSE:ADH ) is about to trade ex-dividend in the next three days. The ex-dividend date is one business day before the record date, which is the cut-off date for shareholders to be present on the company's books to be eligible for a dividend payment. The ex-dividend date is of consequence because whenever a stock is bought or sold, the trade takes at least two business day to settle. Accordingly, ADvTECH investors that purchase the stock on or after the 19th of April will not receive the dividend, which will be paid on the 24th of April.

The company's next dividend payment will be R0.37 per share, and in the last 12 months, the company paid a total of R0.60 per share. Calculating the last year's worth of payments shows that ADvTECH has a trailing yield of 3.3% on the current share price of ZAR17.97. If you buy this business for its dividend, you should have an idea of whether ADvTECH's dividend is reliable and sustainable. As a result, readers should always check whether ADvTECH has been able to grow its dividends, or if the dividend might be cut.

Continue reading this article on Simply Wall St's website:

https://simplywall.st/stocks/za/consumer-services/jse-adh/advtech-shares/news/theres-a-lot-to-like-about-advtechs-jseadh-upcoming-r037-div

SENS Announcement | 18 April 2023

tthomas@advtech.co.za (Tamara Thomas) — Tue, 18 Apr 2023 07:33:17 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH”)

NO CHANGE STATEMENT, NOTICE OF VIRTUAL ANNUAL GENERAL MEETING AND AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

Shareholders are advised that the ADvTECH 2022 Annual Integrated Report (“Integrated Report”) has been published today. The annual financial statements in respect of the year ended 31 December 2022 as contained in the Integrated Report are unchanged from the preliminary report for the same period, published on SENS on 27 March 2023.

Electronic versions of the Annual Financial Statements and Ernst & Young Incorporated’s unqualified report which incorporates key audit matters are available on the Company’s website at:

https://www.advtech.co.za/financial-results

The Integrated Report is available on the ADvTECH website: www.advtech.co.za

Notice is hereby given that the virtual annual general meeting (“AGM”) of shareholders of the Company will be accessible on an interactive electronic platform, in order to facilitate participation and voting by shareholders, as permitted by the JSE Limited and the provisions of the Companies Act and the Company's Memorandum of Incorporation, on Thursday, 18 May 2023 at 10h00, to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM to be distributed to shareholders on or before 18 April 2023.

To this end, the Company has retained the services of The Meeting Specialist Proprietary Limited (“TMS”) to remotely host the AGM on an interactive electronic platform, in order to facilitate participation and voting by shareholders. Our transfer secretaries, JSE Investor Services Proprietary Limited, will act as scrutineer.

Shareholders who wish to participate in and/or vote at the AGM are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on +27 84 433 4836 / +27 81 711 4255 / +27 61 440 0654 as soon as possible, but in any event no later than 10:00am on Tuesday, 16 May 2023. It is important to note that all voting and participation will take place via the electronic platform.

Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (“CSDP”) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in your custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Thursday, 6 April 2023. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 12 May 2023. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 9 May 2023.

AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

18 April 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 17 April 2023

Mon, 17 Apr 2023 07:23:35 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

RETIREMENT OF CHAIRMAN AND NON-EXECUTIVE DIRECTOR POLICY

ADOPTION OF NON-EXECUTIVE DIRECTOR POLICY OF TENURE AND THE COMPANY’S MEMORANDUM OF INCORPORATION

The Board of Directors of the Company had adopted an internal non-executive director tenure policy in 2019, in terms of which all non-executive directors who have served on the board for a period of nine years or longer and/or have reached the age of 70 or older must stand for re-election on an annual basis. In addition, a non-executive director may not serve on the board for a tenure of longer than 12 years.

In terms of the Company’s Memorandum of Incorporation, the directors of the Board may elect from their number a Chairman and decide the period for which the Chairman is to hold office from time to time.

RETIREMENT OF BOARD CHAIRMAN AND PROCESS FOR THE APPOINTMENT OF NEW BOARD CHAIRMAN

In pursuance of the above, and in accordance with paragraph 3.59(c) of the JSE Limited Listings Requirements, shareholders are hereby advised that Mr Chris Boulle is due to retire in September 2023 having reached his 12-year tenure on the board. Mr Boulle was appointed as an alternate director in September 2011 and subsequently as non-executive director in March 2013.

The Board has requested Mr Boulle to stay in office, subject to shareholder approval at the upcoming Annual General Meeting to be held on 18 May 2023, until the conclusion of the 2024 Annual General Meeting as such extension of tenure would be in the best interests of the Company.

The Board has further, in line with the recommendation of Principle 7 of King IV™, conducted an assessment on the independence of Mr Boulle and is satisfied that notwithstanding his tenure on the Board, he remains independent.

Mr Boulle has indicated his willingness to continue to hold office until the conclusion of the 2024 Annual General Meeting and at which meeting, he will then retire as a director, as Chairman of the Board, Chairman of the Nominations Committee and member of the Transformation, Social and Ethics Committee.

The Board has commenced a process to appoint a suitable candidate as successor to Mr Boulle and is confident that such a candidate will be identified in the near future and well prior to Mr Boulle stepping down. Shareholders will be advised, in accordance with the provisions of the JSE Limited Listings Requirements, as soon as such a candidate has been identified.

Johannesburg

17 April 2023

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 5 April 2023

Wed, 05 Apr 2023 11:12:56 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

In compliance with the JSE Limited Listings Requirements, the following information is disclosed in respect of dealing in ADvTECH ordinary shares (“securities”) by an associate of an ADvTECH director:

Director : Mr MM Nkosi

Alternate Director : Mr D Smith

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 3 April 2023

Number of securities : 385,115

Nature of transaction : On-market acquisition of securities

Share price : R 18.4803

Total value of transaction : R7,117,040.73

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

* Mr MM Nkosi and Mr D Smith have an indirect beneficial interest in Value Capital Partners Proprietary Limited (“VCP”), which is the registered investment manager to Value Capital Partners H4 QI Hedge Fund and various other funds

5 April 2023

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 3 April 2023

Mon, 03 Apr 2023 12:03:37 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Alternate Director : Mr D Smith

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 29 March 2023

Number of securities : 118,430

Nature of transaction : On-market acquisition of securities

Share price : R 17.4428

Total value of transaction : R2,065,750.80

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 31 March 2023

Number of securities : 1,487,274

Nature of transaction : On-market acquisition of securities

Share price : R 17.8500

Total value of transaction : R26,547,840.90

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 31 March 2023

Number of securities : 780,634

Nature of transaction : On-market acquisition of securities

Share price : R 17.8626

Total value of transaction : R13,944,152.89

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

3 April 2023

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

Another strong performance on the back of continued enrolment growth

tthomas@advtech.co.za (Tamara Thomas) — Mon, 27 Mar 2023 06:04:09 GMT

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.”

SENS Announcement | 27 March 2023

tthomas@advtech.co.za (Tamara Thomas) — Mon, 27 Mar 2023 06:04:05 GMT

All divisions delivered meaningful growth and contributed to this strong performance by ADvTECH

tthomas@advtech.co.za (Tamara Thomas) — Thu, 16 Mar 2023 09:37:09 GMT

“ADvTECH remains uniquely positioned to benefit from the continued growth in demand for quality education in both South Africa and the rest of Africa.” – Roy Douglas, CEO of ADvTECH.

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2022

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

Basic NEPS for the year ended 31 December 2022 is expected to be between 17% and 22% higher than the comparative reporting period for the year ended 31 December 2021 ("the comparative period") or between 142.2 and 148.2 cents per share as compared to 121.5 cents per share in the comparative period.

Basic Headline earnings per share is expected to be between 18% and 23% higher than the comparative period or between 143.5 and 149.6 cents per share as compared to 121.6 cents per share in the comparative period.

Basic Earnings per share ("EPS") for the year ended 31 December 2022 is expected to be between 18% and 23% higher than the comparative period or between 145.3 and 151.4 cents per share as compared to 123.1 cents per share for the comparative period.

All divisions delivered meaningful growth and contributed to this strong performance by the group.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the year ended 31 December 2022 on the JSE’s Stock Exchange News Service on or about Monday, 27 March 2023.

16 March 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 16 March 2023

Thu, 16 Mar 2023 09:34:58 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

JSE code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2022

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

All divisions delivered meaningful growth and contributed to this strong performance by the group.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the year ended 31 December 2022 on the JSE’s Stock Exchange News Service on or about Monday, 27 March 2023.

16 March 2023

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Goalsetting and academic outcomes: How to help your child flourish

tthomas@advtech.co.za (Tamara Thomas) — Thu, 23 Feb 2023 12:19:45 GMT

There are few tools as valuable as setting goals and constantly measuring a student’s progress against these goals in ensuring a successful academic journey, an education expert says.

However it is not enough to have vaguely defined ideas of what success will look like down the line. Instead, parents, students, teachers and schools must have a coherent goal/measurement strategy in place from early in a child’s school career, says Desiree Hugo, Academic Head at ADvTECH’s Schools Division.

“Setting goals is an important part of a student’s educational journey. It helps them stay focused, motivated and on track to achieving their academic and personal aspirations,” she says.

Hugo says setting clearly defined goals which are regularly reviewed, helps students manage their priorities and build confidence.

“When students have a clear goal in mind, they are more likely to stay focused and motivated. It gives them something to work towards, along with a sense of accomplishment and positive momentum once a goal is achieved.

“Setting goals also allows students to prioritise tasks and manage their time effectively, so they can focus on what is important and avoid getting side-tracked.”

In addition, goalsetting helps with decision-making.

“When you have a clear goal in mind, it’s easier to make decisions that align with that goal. Students can evaluate their options based on whether they will help or hinder progress.”

Most importantly, students themselves must take ownership of the process, with the support of their teachers, school and parents.

“Students must be placed front and centre when it comes to setting and tracking goals. That is why we have introduced Student-Led conferences - what in the past would have been called parent-teacher meetings. Instead of parents meeting alone with teachers to receive feedback, all three parties including the student now sit together. And then the student provides an update of their performance and progress in line with their personal plan.”

Hugo says that while the student takes ownership of their personal academic map, schools and parents play an important role in helping them navigate in the following ways:

Providing guidance on how to set goals that are realistic and achievable, and helping students create action plans.
Providing the resources required on the way to achieving those goals, including additional support where required.
Regular scheduled check-ins, where goals are monitored, discussed, and updated if necessary so that students remain accountable and empowered.
Creating a supportive environment that encourages growth and collaboration.

“In today’s highly competitive environment, cruise control won’t suffice in ensuring a student leaves school with a competitive advantage. The practice of goalsetting should be developed from early in a student’s academic journey – starting with setting small goals and leading to the important ones,” says Hugo.

“This helps students focus and maintain their direction, and provides intrinsic motivation as they strive to get to the next step, and then the next one and the next one in pursuit of their dreams.”

Watch: Business Day TV - ADvTECH Top Pick

tthomas@advtech.co.za (Tamara Thomas) — Tue, 21 Feb 2023 08:41:58 GMT

ADvTECH Matric class of 2022 hits it out of the park with IEB results

Thu, 19 Jan 2023 08:59:13 GMT

ADvTECH is pleased to announce that its Matric Class of 2022 has achieved exceptional results in last year’s IEB examinations, resulting in the group retaining a leadership position in private education in South Africa. ADvTECH students achieved 2 503 distinctions, with a distinction average of 1,9 per student.

“These results reflect ADvTECH’s commitment to academic excellence, and the tireless work and dedication of its teachers and students. We congratulate all our students on their exceptional performance and applaud their achievements,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH.

1 299 Students participated in the Independent Examinations Board (IEB) examinations in 2022. The students achieved a 99,62% pass rate across all schools, and all ADvTECH schools averaged a 93% Bachelor Degree pass.

Academic excellence remains at the core of ADvTECH’s ethos with an aim to provide a nurturing environment based on a foundation of academic excellence and innovation, while developing the whole child. As leaders in teaching and learning, ADvTECH has deliberately invested in teacher development programmes to ensure that top results are maintained annually.

“We are extremely proud of the ADvTECH Schools matric results as we know that it was through the dedication and hard work of our students that we recorded such a pleasing performance. Furthermore, the passion shown by our educators who implement our Group strategy of commitment to academic excellence is to be commended. The excellent results from our Class of 2022 show that we are actively contributing to sending out young minds who will be able to contribute to our economy and society in a meaningful way, to take up their position as future leaders,” says Hugo.

Groundbreaking digital learning platform developed in SA launched across ADvTECH Schools

tthomas@advtech.co.za (Tamara Thomas) — Mon, 16 Jan 2023 07:32:18 GMT

In a first for the country, South Africa’s leading private education provider, ADvTECH, will this month start rolling out a unique, locally developed personalised learning digital platform across its schools.

ADvLEARN is a customised platform for ADvTECH Schools that provides personalised learning paths using adaptive technology to deliver data-driven insights and learning analytics. Students will therefore have a unique learning experience while constantly improving their understanding in core areas.

“We are very excited to have partnered with MathU to bring this groundbreaking digital learning platform to our Grade 7 to 12 students, a move which will further cement our reputation as a leader in education in the country, in line with our vision to stay at the forefront of global technological innovation and emerging best practices,” says Desiree Hugo, Academic Head at ADvTECH’s Schools Division.

ADvTECH Schools Division will initially use ADvLEARN to enhance learning in Mathematics (Grade 7 to 12), Physical Sciences (Grade 10 to 12) and Mathematical Literacy (Grade 10 to 12).

The pedagogy applied in ADvLEARN seeks to find the gaps in students’ learning, and then fill these gaps to ensure they improve their understanding in core areas. Through adaptive learning technology, the system supports both students who want to progress faster as well as students requiring reinforcement of key concepts.

MathU is a software as a service (SaaS) company based in Pretoria, specialising in artificial intelligence and software engineering. The team at MathU has developed an innovative software solution that uses state-of-the-art engineering principles to map, monitor, and assess student progress. The platform has been adapted to cater to the specific needs of schools and universities, and the company was founded by engineers and scientists who are passionate about improving mathematics and science education. MathU provides solutions to schools and universities looking to enhance their educational offerings and better support their students.

“In addition to enhancing student learning, ADvLEARN will also give teachers the ability to instantly allocate relevant student work and homework to student devices, immediately access student performance and achievement data, as well as easily view and identify concepts needing reteaching and review,” says Hugo.

“We are truly excited about taking education another step into the future in 2023, and look forward to seeing how this strategic partnership cements and accelerates STEM learning for our students.”

SENS Announcement | 14 December 2022

tthomas@advtech.co.za (Tamara Thomas) — Wed, 14 Dec 2022 11:20:10 GMT

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 terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), shareholders are advised of the dealings in securities of the Company by a prescribed officer.

Johannesburg

14 December 2022

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 6 December 2022

tthomas@advtech.co.za (Tamara Thomas) — Tue, 06 Dec 2022 11:46:24 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

6 December 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 2 December 2022

tthomas@advtech.co.za (Tamara Thomas) — Fri, 02 Dec 2022 10:19:50 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

2 December 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 30 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Wed, 30 Nov 2022 13:52:43 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CHANGES TO THE IMPORTANT FUNCTIONS OF DIRECTORS

In accordance with paragraph 3.59(c) of the JSE Limited Listings Requirements, shareholders are hereby advised of the following appointments to the Remuneration Committee, the Transformation, Social and Ethics Committee (‘TSEC’) and the Nominations Committee with effect from 30 November 2022:

Prof. Alexandra Watson, a current independent non-executive director of the ADvTECH Board and a member of the Audit and Risk Committee, has been appointed to the Remuneration Committee; and

Mr Stewart van Graan, a current independent non-executive director of the ADvTECH Board has been appointed to the TSEC and Nominations Committees.

Johannesburg

30 November 2022

Sponsor: Bridge Capital Advisors Proprietary Limited

Finding The Best Online School For Your Child In A Crowded Field

tthomas@advtech.co.za (Tamara Thomas) — Thu, 24 Nov 2022 06:20:13 GMT

In the wake of the lockdowns, parents increasingly considered online schooling a viable alternative to traditional in-person schooling. As a result, several new schools opened their (virtual) doors to prospective students.

However, parents don't always know how to determine these schools' quality objectively. It has now become clear that over the past year, many schools which on the surface appeared of a high standard were unable to fulfil their promises to students.

"It shouldn't come as a surprise that choosing an online school requires the same kind of due diligence from parents as choosing an in-person school would," says Colin Northmore, Principal of Evolve Online School, a brand of ADvTECH, Africa's largest private education provider.

"However, there is still a misconception that online schools and their offerings are comparable because they use similar technology, stick to a curriculum, require a child to have a device and some self-discipline, and from there, it's smooth sailing. The reality could not be further from the truth, as good online schools must offer much more than a curriculum and some tutoring from behind a screen," he says.

Northmore says many young South African students who started online schooling this year are finding themselves in a difficult situation right now, after having signed up with online schools whose marketing did not live up to their delivery, and with parents now trying to remedy the problem so that their children don't need to repeat the year.

"Online school is a great option for students who work better on their own, families who are mobile and need to ensure consistency of education while travelling, and so forth – there are many reasons for choosing to attend an online school. But we implore parents to carefully weigh different schools against the objective factors that can mean the difference between success and failure," he says.

Some of the complaints that have arisen over the past year as online schooling became more mainstream include overwhelming workloads, lack of communication, lack of student support, logistical incompetence on the part of the institution, and sub-standard materials.

When investigating and comparing online schools, parents should ensure they are happy with a school's offering and competence in all the following:

REGISTRATION & ACCREDITATION

The most basic first check is to ensure that the school is registered and accredited by the relevant authorities. The registration is difficult to check because the Department needs a policy for online school registration.

Without this certainty, parents can check if the school is a stand-alone or part of a group of schools. They can also find out if the school is registered with an examining body like the Independent Exams Board of Cambridge International. Registration with an examining body should be non-negotiable.

ACADEMIC EXCELLENCE, REPUTATION, TRACK RECORD & INSTITUTIONAL SUPPORT

Is the online school part of a school group with a proven track record of academic excellence in its brick-and-mortar schools? Do their students have a reputation for excelling and thriving online and in-person schools across the board?

These are essential questions to ask to determine whether a new school is exploiting the growing demand for online schools or whether they have a history, track record and the requisite institutional support to deliver quality education. Can an online school demonstrate that it has translated its historical track record in the in-person space to the online area? Reputation is a crucial consideration, given that sometimes reputable institutions have yet to make the transition successfully. Ask for evidence and speak to current parents and students.

LOGISTICAL COMPETENCE

Can the school deliver assessments, lectures, and materials timeously and stick to the annual calendar without floundering around? Online study requires a great deal of discipline and independence. The last thing a student needs is to have their progress hampered and frustrated by an institution logistically incapable of delivering a consistent quality offering.

ROUNDED EDUCATION/ SCREEN TIME VS GREEN TIME

Is the school committed to the whole child and a rounded education? Simply being a delivering and testing factory is not going to cut it.

An excellent online school will incorporate diagnostic testing to determine the exact level of proficiency of a student before placement and during the educational journey; asynchronous learning so that learners can move through content at their own pace and according to their own proficiency, with direct access to teachers who will facilitate extra activation classes; synchronous learning where students will also be able to attend live interactive lessons, and socialisation opportunities with academies, studios and day camps so that students can mingle with their peers and balance their screen time with green time.

"When investigating an online school, parents should take heed of their experience dealing with the school during the initial phases. They should also continue to interrogate all claims, as promises are easily made but hard to keep in the online education environment," says Northmore.

"Are you confident that they are responsive and accessible after dealing with the school? Are you confident your child can access additional support easily and routinely? Online schooling is much more than a delivery of the curriculum. An online school should be focused on helping students to grow, develop and perform at their best academically while also supporting them to grow into confident and competent members of society."

EVOLVE SCHOOL caters for Grades R-9 from January 2021. Grades 10-12 will be phased in from 2022.

Visit www.evolveonline.co.za for more information or mail info@evolveonline.co.za .

SENS Announcement | 15 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Tue, 15 Nov 2022 11:31:36 GMT

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 terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the following information relating to a Prescribed Officer’s dealings in the Company’s securities is disclosed:

15 November 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 8 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Tue, 08 Nov 2022 11:44:21 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

8 November 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 4 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Fri, 04 Nov 2022 09:00:02 GMT

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

Johannesburg

4 November 2022

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 3 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 03 Nov 2022 09:40:12 GMT

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

Johannesburg

3 November 2022

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 3 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 03 Nov 2022 09:32:16 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

3 November 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 2 November 2022

tthomas@advtech.co.za (Tamara Thomas) — Wed, 02 Nov 2022 12:17:16 GMT

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 DIRECTOR OF THE COMPANY

In terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the following information relating to a director’s dealings in the Company’s securities is disclosed:

2 November 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 31 October 2022

tthomas@advtech.co.za (Tamara Thomas) — Mon, 31 Oct 2022 09:17:55 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

31 October 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 27 October 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 27 Oct 2022 07:21:28 GMT

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 DIRECTOR OF THE COMPANY

In terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), shareholders are advised of the dealings in securities of the Company by a director.

Johannesburg

27 October 2022

Sponsor: Bridge Capital Advisors Proprietary Limited

Esports on the rise in SA schools taking the lead on tech in education

tthomas@advtech.co.za (Tamara Thomas) — Thu, 27 Oct 2022 04:57:08 GMT

While South Africa has been lagging behind the rest of the world in terms of tech advancement and trends, a leading private school group has been making strides in the development of tech curricula and, specifically, in the exponentially growing field of eSports.

Nadia Nell, Academic Advisor: ADvTECH Schools, says Minecraft has been a key element in the group’s EdTech offering for some time now.

“eSports provides the opportunity to use Minecraft in a competitive environment in which teams collaborate strategically, utilising shared knowledge and combined talents to overcome obstacles, solve puzzles and riddles, and complete challenges,” says Nell.

“This extends the academic offering beyond the classroom, giving students a space to apply the skills they have learnt in class in a fast-paced and exciting arena,” she says.

ADvTECH’s Crawford Schools recently dominated the field at the RGB Gaming Minecraft stage at ComicCon 2022, with Crawford Lonehill winning the event, and Crawford Sandton placing third. Sixteen schools and 64 competitors battled it out in front of hundreds of spectators over two days before ADvTECH’s schools took 2 out of 3 top spots.

“While we have made progress in introducing eSports in our schools, more schools will in coming years start introducing this exciting activity, in line with international trends and the growth of the industry,” says Nell.

“This is because despite the exciting and exhilarating nature of eSports, it is the perfect vehicle for developing and nurturing the kinds of skills that will be required from future innovators. It is therefore not merely a nice-to-have activity for students interested in tech and gaming, but instead a key component of a serious EdTech offering.”

Nell says Minecraft Education Edition eSports incorporate the development of the following skills: Communication, Collaboration, Planning, Strategic Thinking, Creative Thinking, Critical Thinking, Problem Solving, Responsive and Adaptive Thinking, and Metacognition.

In addition to developing these skills, Digital Wellness in students across eSports is also a key focus.

RGB gaming highlights that “eSports has gained increased popularity over the past decades and has become synonymous with vital parts of youth culture, creating significant opportunities within the education industry to be leveraged as a tool for learning and skill development.

“In addition, eSports provides the platform upon which students can develop STEM skills or support more effective STEM learning. For example, students who are enthusiastic about esports often dig into their games trying to improve their skills and performance. They tend to try and understand the data or try and dive into team mechanics to increase win rate. This process itself is a way of learning. That’s why there are more schools using eSports as a learning platform.”

SENS Announcement | 26 October 2022

tthomas@advtech.co.za (Tamara Thomas) — Wed, 26 Oct 2022 13:47:39 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

26 October 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

Matric parents: How to support your child throughout the exams and beyond

tthomas@advtech.co.za (Tamara Thomas) — Wed, 26 Oct 2022 06:32:34 GMT

The Matric final exams represent the ultimate test at the end of one’s school career, and while it is an exciting milestone, almost all students find this period a test of their strength, endurance, focus, mental and physical fortitude and resilience. And while it’s a tough time for the Grade 12s, it is also hard for their parents, who know that there is only so much they can do to support their almost adult child, but who still want to do whatever they can to assist and smooth the road wherever possible.

“Our thoughts are always with the Matriculants facing one of the toughest assessment periods they have so far faced, but we should also spare a thought for parents of Matrics, who are faced with the anxiety of their children, while also hoping that they perform well enough to set them up to pursue their goals and dreams after school,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s leading private higher education provider.

Kriel says while parents often don’t know how they can support their children during this time, there are a few things they can do – and also a few things they should NOT do – to make things easier.

KEEP A CLOSE EYE

One of the most important ways a parent can support a child without being overbearing and too much in their space is to keep a close eye on the student. Leave them to get on with their studies, but look out for behaviours that could be cause for concern. For instance, get insight into their study schedule and, if procrastination is getting out of hand and can’t be reconciled with what the parent knows the student had planned for revision, gently suggest that you look at the schedule again together to see how the student can get back on track before falling too far behind. Empowerment trumps chastisement in these circumstances.

Keeping ahead of the game is key, as it is almost always possible to get back on track if things are not left too late.

On the physical wellness side, parents can help remind their child to get some sleep if they have been hitting the books for too long, too late at night. They can also ensure that students eat as healthy as possible while drinking plenty of water and getting exercise so that fatigue doesn’t impact their ability to study.

GET HELP TIMEOUSLY IF WARNING SIGNS ARISE

Unfortunately, some Matrics – even top performers – struggle during this time to such a degree that they may need additional or even professional support. If parents suspect that their child is struggling emotionally to deal with the increased pressure and stress, seek guidance from a mental health professional or a counsellor at school. While Matric exam results are undoubtedly very important, it is just as important to keep a sense of perspective, which sometimes becomes hard to do for students in the thick of it, who could potentially start catastrophising about results and their future.

Matric exams are only one part of one’s life – which will soon pass – and there will always be options available, even if those options follow a different path from the initial vision.

STAY CALM AND KEEP PERSPECTIVE

Just as it is important for students to try their best while keeping a sense of perspective, parents can do their part by keeping calm as well. Be a pillar of support when needed, but don’t pass your own anxiety on to your child. Fear about the future and concerns about how well prepared a child is are all factors that impact on the emotional state of parents, so they should therefore also take good care of themselves during this time so that they can regulate their own emotions and not contribute to heightened tensions and anxiety in the house.

Anxiety around final exams arises as a result of the belief that it is the final watershed assessment opportunity for young people. This fallacy arises because too many parents don’t understand the options available to learners should things not go as well as expected, and many don’t even know that there are options at all. Speaking to education professionals either at school or at a good institution of higher education about the myriad of options out there will provide a sense of perspective in terms of outcomes, and will allow parents to calibrate their own emotions.

HAVE A PLAN (AND A PLAN B) FOR NEXT YEAR

Once exams are over, allow students to take some time off to just enjoy themselves and blow off steam. However, don’t wait for Matric results before deciding about further study – by then it will likely be too late to gain entry into one’s choice of institution and qualification.

Sit down and have a brainstorm reflecting on the student’s expectations about how they performed during their final exams. If there is a possibility that they performed better than they initially thought they would, and that they may possibly qualify for further study or even a more specialised degree, start investigating options as soon as possible.

Here it is particularly helpful to approach reputable higher education institutions, private or public, directly to speak to a student advisor about the student’s options. Equally, if there is a possibility that a student may not have performed well enough to gain access to the institution or qualification of choice, student advisors will be able to assist with information about alternative routes to success.

Having a Plan A as well as a Plan B in place even before results day means that regardless of what happens, students and parents will know that they have a clear path ahead - irrespective of their performance or in the case of them performing better than expected - and that they won’t suddenly be confronted with a wasted year ahead.

SENS Announcement | 21 October 2022

tthomas@advtech.co.za (Tamara Thomas) — Fri, 21 Oct 2022 11:03:34 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

21 October 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

Final exams: how to beat year-end fatigue and finish strong

tthomas@advtech.co.za (Tamara Thomas) — Tue, 18 Oct 2022 06:50:22 GMT

It’s that time of the year when students experience what is called ‘year-end fatigue’ – whether they be Matrics getting ready for the most important exams of their school career, senior high students aiming to perform at their best as they progress towards Grade 12, or graduate students at universities preparing for their end-of-year assessments.

For all of these students, the coming weeks are going to be a test of their focus, strength and endurance as they aim for top marks. Yet at the same time, they have to contend with the fatigue that has most likely set in after all their hard work during the past year. But by reframing their mindset and ensuring they stick to some tried and tested guidelines, they can all dive into the last quarter of 2022 with renewed enthusiasm to ensure they finish the year strong, an education expert says.

“Signs of year-end fatigue include low energy levels, a feeling of being unable to keep up, a lack of motivation, feeling overwhelmed and exhausted, being unable to sleep, and low levels of concentration while possibly feeling anxious,” says Dr Rufaro Audrey Mavunga, Senior Head of Programme in the Faculty of Law at The Independent Institute of Education, SA’s leading private higher education provider.

She says this situation may lead students to start slacking when they can least afford to, for instance by bunking classes, not participating in school or university activities, procrastinating and putting off revision they planned hoping that they might feel more motivated to tackle tasks later, and by checking out of their circumstances by sleeping too much or watching too much television.

“If you are feeling like this, rest assured that it is normal to feel tired and overwhelmed and that you are not alone. However, you should also know that it is possible and important to overcome these feelings so that you can finish strong, and that it is within your ability to do so if you act decisively right now. There is still enough time to make sure you can get a handle on things again and get on top of your academic work to the best of your ability.”

Dr Mavunga advises students as follows:

Take some time off

This may sound counter-productive, but it can help to take a day or two to regain your focus without feeling guilty. In these days, you can catch up on sleep, get out in nature for some relaxation, and remind yourself about the why and the how of what you are doing right now. Get your mind in the right place, and resolve to start the final stretch with vigour. Also use this time to lay out your schedule and plans for the coming weeks, right until you’ve put down your pen on your last exam.

Revisit your study timetable and manage your time efficiently

To finish strong, you need to continue with regular study sessions every week till the end of your exams. Do not count on doing an all-nighter just before you write an assessment. You should revisit your study timetable and ensure that you have set up fixed hours for study every day. Plan for enough time to study each module and add your study sessions to your calendar like any other commitments. This guarantees that you keep in mind that this is time set aside exclusively for studying. Bear in mind a study plan works best when it is followed consistently. It is imperative that you stick to your plan, as this will ease tension and anxiety if you can see your consistent progress.

Maintain a healthy lifestyle

Exercise has many benefits, but it has been proven that exercise releases endorphins, which can improve your mood and reduce stress levels. Fatigue and tiredness could also be an effect of a lack of proper nutrition. Make healthy meal selections wherever possible and consume lots of water. Make sure you factor enough sleep into your schedule and don’t use that time to endlessly and mindlessly browse social media. Stay away from activities that are going to tire you out for days to come and keep a single-minded focus on your priorities right now. This too shall pass, and you’ll be happy you stayed true to yourself when results day comes.

Get help if you need it

Sometimes one feels so helpless and it may feel like you are stuck in a deep dark hole with no way of coming out. Give attention to the positives you encounter and embrace them. Consult school or campus support staff to gain different perspectives on how to ease the fatigue and to get over negative feelings you may have. If you need additional assistance with the academic side of things, approach a teacher or a lecturer for guidance. If you need additional emotional support, ask trusted adults at home or at your institution to assist in getting the support you need.

Keep your eye on the end goal

Commit to finishing strong. In your downtime, look at your path ahead – what dreams and aspirations will become accessible if you perform well during this stage of your academic journey? What avenues of study may open up for you? What possibilities and opportunities may arise?

“At this time of year, it’s easy to get lost in the fog of studying and worrying, and it’s easy to lose perspective about the bigger world out there and the fact that all of this is part of life’s journey. The end of this year will soon come around, and your effort will be rewarded if you know that you gave it your all on the road to making your dreams a reality,” says Dr Mavunga.

SENS Announcement | 12 October 2022

tthomas@advtech.co.za (Tamara Thomas) — Wed, 12 Oct 2022 14:26:32 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

DEALINGS IN SECURITIES BY DIRECTORS, PRESCRIBED OFFICERS, AND A DIRECTOR OF A MAJOR SUBSIDIARY: SHARE VESTING

The date of vesting is 19 September 2022. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

12 October 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 7 October 2022

srousseau@advtech.co.za (Susan Rousseau) — Fri, 07 Oct 2022 11:35:57 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company” or “the Group”)

Appointment of Alexandra Watson as Independent Non-Executive Director

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Professor Alexandra Watson (“Alex”) as an independent non-executive director of the Company with effect from 1 November 2022. Alex will also serve as a member of the Group’s Audit and Risk Committee.

Alex was involved in accounting education for an extended period at the University of Cape Town (UCT) and more broadly in the accounting profession and following her early retirement is now an Emeritus Professor of Accounting at UCT.

Alex was appointed as a member of the Steinhoff International Holdings N.V board in 2018 and serves as a director on the board of Steinhoff’s wholly owned subsidiary, Steinhoff Investment Holdings. She was appointed as a non-executive director of Petra Diamonds Limited, a London listed company, in July 2021. She is currently the chairperson of the Coronation Fund Managers board in South Africa and is a board member of the World Wide Fund for Nature (WWF) in South Africa.

She chairs the JSE’s Financial Reporting Investigations Panel (FRIP). She was a board member of the Global Reporting Initiative (GRI), an Amsterdam based multi-stakeholder organisation focused on impact reporting. Her role as an adjudicator on EY’s Excellence in Reporting awards since its inception and various other roles in the development of corporate reporting has provided her with deep insight into corporate reporting.

Alex holds a Bachelor of Commerce (Hons) from the University of Cape Town and is a qualified Chartered Accountant (SA).

Commenting on the appointment, ADvTECH Chairman Chris Boulle said: ‘We look forward to adding Alex’s expertise to the Board, which will add value to ADvTECH’s business.”

The ADvTECH group welcomes Alex to the Board and looks forward to her contribution.

7 October 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 29 September 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 29 Sep 2022 13:09:30 GMT

ADvTECH LIMITED

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Group”)

Appointment of Daniel Smith as an Alternate Director to Monde Nkosi

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Mr Daniel Smith (“Dan”) as an alternate director to Mr Monde Nkosi, a non-executive director, with effect from 1 October 2022.

Dan has over 20 years’ experience in Investment Banking in South Africa and the United Kingdom and industry experience across the financial services, property, industrials, consumer, hospitality and construction sectors.

Dan currently holds the position as Investment Director at Value Capital Partners. He is the founder of the DLS Advisors and has previously held senior positions in Investment Banking at Standard Bank South Africa and Nomura International plc in London.

Dan is a Chartered Accountant (SA) and has recently completed the Oxford Fintech Programme from the University of Oxford. He also holds a Diploma in Strategic Client Management from UCT Graduate School of Business, completed a course in Advanced Valuation Techniques from the Gordon Institute of Business Science, holds a Higher Diploma in Taxation Law, a Bachelor of Accounting (Honours) and a Bachelor of Commerce from the University of Witwatersrand.

The ADvTECH group welcomes Dan to the Board and looks forward to his contribution.

29 September 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 29 September 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 29 Sep 2022 13:07:51 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company” or “the Group”)

Appointment of Stewart Van Graan as Independent Non-Executive Director

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Mr Stewart Van Graan (“Stewart”) as a non-executive director of the Company with effect from 1 October 2022.

Stewart has in excess of 35 years’ experience in the Information Communication and Technology (ICT) industry as well as cross-functional knowledge and business management expertise which he gained across expansive geographies and multi-cultural environments with a strict adherence to corporate governance and ethical leadership.

Stewart’s experience includes holding positions such as Managing Director of Dell Computer Proprietary Limited in South Africa, General Manager of Dell Africa and vice president of Dell’s Enterprise Solutions business in the EMEA Emerging Markets. He also served as Chairman of Dell in South Africa. Prior to joining Dell in 2022, he spent 23 years at IBM in various positions both locally and internationally. He also served as an advisory board member of Stellenbosch University’s Business Schools and board member of Christel House South Africa, a non-profit school for disadvantaged children in South Africa.

Stewart has served as a non-executive director at Altron since 2017. From July 2022 to September 2022, Stewart agreed to serve as Executive Chairperson and Interim CEO and will resume his role as Non-Executive Chairman of Altron from 1 October 2022.

Stewart also served on the board of BankServAfrica between the period of October 2017 to May 2022 and is currently an independent non-executive director on the board of Old Mutual Limited.

Stewart holds a Bachelor of Commerce (Hons) in Systems and Technology from the University of Cape Town and a Programme for Management Development (PMD) at the Graduate School of Business in Cape Town.

Commenting on the appointment, ADvTECH Chairman Chris Boulle said: ‘We look forward to adding Stewart’s expertise to the Board, which will add value to ADvTECH’s business.”

The ADvTECH group welcomes Stewart to the Board and looks forward to his contribution.

29 September 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Teaching degrees 101: From classroom to boardroom, opportunities abound

tthomas@advtech.co.za (Tamara Thomas) — Thu, 15 Sep 2022 08:56:52 GMT

The education profession has come a long way in the last few decades with the growth of the private education sector, and whereas previously career options for graduates were limited, prospects now abound, an education expert says.

“Because graduates are in demand both domestically and abroad, teaching credentials have grown in popularity. The teaching profession's career development has also adopted a new perspective in which teachers can go from being school mentors to leadership positions, such as vice chancellor of the university,” says Dr Lindiwe Mokotjo, Head of Faculty: Education at The Independent Institute of Education, SA’s leading private education provider.

“Where previously, teachers would mostly be headed to a classroom for the duration of their career, with only a handful being promoted to heads of department or deputy or principal, they now have a wide range of options on top of teaching including, but not limited to, instructional design, tutoring, coaching, school management, educational consulting and the option of joining the corporate world of private education. Additionally, there is also great demand for qualified South African teachers abroad,” Mokotjo says.

The way future teachers should be prepared has drastically changed as a result of the expansion of the teaching profession. The transformation includes understanding the material being taught, how it is being taught, the setting in which learners are being taught, and the fact that each learner is unique and capable of excelling when working with a qualified teacher, says Mokotjo.

“Teachers play a vital role in shaping future generations as they sculpt our leaders of tomorrow. Schools of education therefore must be focused on preparing dynamic and skilled future teachers for a life long and successful career in education by equipping them for the 21st century classroom.”

As a result, it is imperative that prospective education students ensure they vet their chosen institution and qualification carefully to confirm that they aren’t stuck in the historic education mould, but that they are strongly focused on staying ahead of latest developments and trends in the field.

Mokotjo says there are a number of different education qualifications to choose from, for instance:

A Higher Certificate in Early Childhood Care and Education. This is an entry level/introductory qualification (at NQF Level 5) to the study of early childhood development (ECD) education from birth through to 4 years of age.
A Bachelor of Education (BEd) in Foundation Phase Teaching (FPT) is an undergraduate professional qualification aimed at preparing students to teach learners from Grades R to 3.
A Bachelor of Education (B Ed) in Intermediate Phase Teaching. This is an undergraduate professional qualification aimed at preparing students to teach children from Grades 4 to 7.
A Postgraduate Certificate in Education (PGCE) in Senior Phase (SP) and Further Education and Training (FET) Teaching.

It is important to ensure that the chosen qualification is structured in accordance with the Department of Higher Education and Training’s (DHET) Minimum Requirements for Teacher Education Qualifications (2015) or The Department of Higher Education and Training’s (DHET) Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (2017).

Also of great importance, is to ensure that a curriculum incorporates Teaching theory and work-integrated learning components.

“This critical component exposes students to diverse educational settings which ensures that they develop the practical skills essential for excellence in teaching. An institution offering Initial Teacher Education qualifications should have a network of schools in their area of operation to ensure access to differently resourced schools for student teaching opportunitiesm,” notes Mokotjo.

Further, to access work-integrated learning in schools, students would need to present a valid Police Clearance Certificate and register with the SA Council for Educators (SACE) in their final year.

Depending on the specific qualification, education students’ curricula will likely include Languages, Natural Science and Technology, Mathematics and Social Sciences, Psychology for Educators, Professional Ethics, Assessment and Measurement, Educational Management and Research.

“A quality teaching degree from a reputable higher education institution opens the door to a rewarding, interesting, and varied career trajectory – provided, of course, that the educator is invested to lifelong learning and continuously improving their skills to ensure they can in turn prepare learners in their career for a prosperous future,” Mokotjo says.

“There currently is a significant and growing need for a dynamic pipeline of professional teachers, who are able to bring enthusiasm and innovation not just to the classroom, but to the education profession as a whole. Whereas previously education was perhaps not always a career of first choice for many, the field has now evolved and truly come into its own, with new and exciting opportunities for ambitious young people.”

SENS Announcement | 29 August 2022

tthomas@advtech.co.za (Tamara Thomas) — Mon, 29 Aug 2022 08:24:12 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CHANGES TO THE IMPORTANT FUNCTIONS OF A DIRECTOR

In accordance with paragraph 3.59(c) of the JSE Limited Listings Requirements, shareholders are hereby advised of the following change that has been made to the composition of the Transformation, Social and Ethics Committee (‘TSEC’) with effect from 26 August 2022:

Dr Jacqueline Chimhanzi, a non-executive director of the ADvTECH Board and member of the Audit and Risk Committee, has been appointed as a chairperson of the TSEC Committee on which she previously served as a member.

Johannesburg

29 August 2022

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH’s commitment to academic excellence continues to drive strong overall performance

tthomas@advtech.co.za (Tamara Thomas) — Mon, 29 Aug 2022 06:05:53 GMT

Results reflect a pan-African education business with defined brands and clear strategic intent

Commenting on the results, ADvTECH CEO, Roy Douglas, said: “ADvTECH has delivered another set of strong financial results for the six months to June 2022 reinforcing the group’s consistent commitment to excellence, increasing scale and improved performance.”

“Our relentless focus on enhancing our value proposition and academic delivery, as well as driving operational efficiencies, are evident in our continued enrolment growth. Overall, the group’s healthy financial position reflects the quality of our assets as well as the strength, flexibility and agility of our business model.”

Operational and financial performance

Strong financial performance and sound balance sheet
Consistent trend of performance delivery

ADvTECH delivered another strong operational performance with good enrolment growth in both schools and tertiary divisions, reflective of a pan-African education business with a clearly defined strategy and well positioned brands . Also, a marked improvement in business activity was recorded in the resourcing division.

ADvTECH’s strong financial performance, solid cash generation and sound balance sheet remain a hallmark of the group’s business model, clear market focus and effective and efficient operations. An unrelenting focus on academic excellence remains central to the business.

Group revenue grew by 18% to R3.4 billion (2021: R2.9 billion) while operating profit increased by 19% to R612 million (2021: R514 million). Group operating margin improved to 18.1% (2021: 17.7%). Normalised earnings for the period increased by 23% to R365 million (2021: R297 million) while normalised earnings per share increased by 22% to 67.3 cents (2021: 55.1 cents) per share.

Expectations remain that the group’s growth trend and good cash generation will continue. Together with a sound balance sheet and significantly reduced net borrowings, the Board is confident to continue with the payment of dividends at a similar cover ratio as in the prior year. The Board has therefore announced an interim dividend of 23.0 cents (2021: 19.0 cents) per ordinary share in respect of the six months ended 30 June 2022.

Schools South Africa

Encouraging performance in line with expectations

Continued alignment of the division’s portfolio of brands coupled with clear value propositions and improved customer service resulted in further enrollment growth in the first half of 2022. Significantly, all the division’s brands, including the premium brands, continue to record positive growth, while boarding, extramural and aftercare continued to recover following the COVID-19 induced disruptions.

Revenue increased by 14% to R1.2 billion (2021: R1.1 billion) and operating profit increased by 16% to R235 million (2021: R202 million). The operating margin improved to 19.0% (2021: 18.6%).

Schools Rest of Africa

Continued strong growth underscores the viability of our investments

The group’s school brands in the rest of Africa recorded good enrolment growth and continued the successful performance improvement programmes being implemented. Revenue at the division increased by 27% to R153 million (2021: R120 million) and operating profit increased by 70% to R28 million (2021: R16 million), while the operating margin improved from 13.5% to 18.1%.

Tertiary/University division

Well established brand portfolio

ADvTECH’s tertiary division performed well. It continues to grow off the back of an established, quality portfolio of brands that offer a comprehensive range of programmes and qualifications. Furthermore, the group’s ability to provide multi-channel modes of delivery (contact, blended, online, full-time, part-time and distance) remains fundamental to its value proposition, and allows the group to meet the requirements of every student at any time and at any location.

Revenue increased by 9% to R1.3 billion (2021: R1.2 billion) and operating profit increased by 13% to R315 million (2021: R280 million). The operating margin increased to 23.8% (2021: 22.9%) as a result of effective cost containment measures.

Resourcing division

Strong performance in rest of Africa

The strategy to expand into the rest of Africa continues to pay dividends. The group’s growing presence in the region resulted in revenue increasing by 65% to R536 million (2021: R324 million). Operating profit increased by 136% to R29 million (2021: R12 million).

The performance of the South African business was encouraging as it continued to grow market share despite the challenging market environment. Revenue increased by 13% to R129 million (2021: R113 million). Operating profit improved by 58% to R5 million (2021: R3 million).

Prospects

Proven competitive advantage and ability to leverage scale
Ongoing demand for quality education that delivers value

Commenting on the group’s outlook, Douglas said: “ADvTECH is uniquely positioned to leverage the advantages of our brands, structures, systems and financial strength to benefit from the growth in demand for quality education. We remain determined in our resolve to continue with this approach and optimise performance.”

“In addition, the inherent strong cash generation of our business model continues to strengthen our balance sheet and will enable us to invest in areas of opportunity with confidence”.

SENS Announcement | 29 August 2022

tthomas@advtech.co.za (Tamara Thomas) — Mon, 29 Aug 2022 06:05:46 GMT

High School open day checklist: How parents can get the information they need

tthomas@advtech.co.za (Tamara Thomas) — Thu, 25 Aug 2022 05:57:47 GMT

Time is running out for parents and guardians of senior primary school students to find and enrol at a high school that will best prepare and position the child for a successful future. It can be very confusing to make a call on which school is best suited for this most important task, as there are countless variables at play. However, if parents are prepared with a checklist of questions they need to ask (as well as examples of good responses), this task can be made a little easier – particularly when attending a school’s open day, an education expert says.

“Good schools will host open days throughout the year, allowing parents and prospective students the opportunity to view and get a feel of a campus, ask questions, and decide whether a particular school is the right fit for them,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

“These open days are geared to provide opportunities for sharing the best aspects of a school, and excitement can quickly let important questions that need to be considered fall off the agenda. Whether prospective parents attend an open day, or just pay a school a regular visit to guide decision making, it is good practice to go with a plan in hand so that one can objectively compare schools on the various key elements required from an excellent institution,” Hugo says.

The first factor – and a non-negotiable one at that – is the question of academic excellence and future-focused curricula, she says.

“There can be no compromising on ensuring that the school you choose for your child will provide the absolute best on the academic front. An easy gauge of a school’s ability to deliver, is to have a look at end-of-year IEB Matric results to evaluate the performance of various schools against each other. Another way to judge this factor, is to look at benchmarking. “

Hugo advises that academically excellent schools will ensure they utilise international benchmarking assessments to confirm that the school remains locally and globally relevant with rigorous academic programmes and that academic data supports and engages all students in a personalised learning journey.

“Also look out for clear visibility of student-centred practices as an important part of the academic model, intended to build confidence in an environment that values every student,” says Hugo.

“Furthermore, parents should enquire whether the voices of the students are considered valuable in their learning journey towards academic excellence and student success, and whether they are they included in academic conversations with their parents about their plans for progress.”

It is also a non-negotiable to enquire about the curriculum. A school must be able to provide evidence that their curriculum choice is implemented with integrity and is future-focused, and geared towards equipping students holistically across a broad range of technologies and global skills. Ask for evidence of what they do, how they do it, and outcomes, Hugo says.

With the above basics satisfactorily answered, parents can move on to broader questions, such as:

FACILITIES & AMENITIES

The question that needs to be answered here, is how the offering supports the overall learning experience of students. Many schools select a focus for their offering, aligned to their fees, and may not offer all the bells and whistles, but rather ensure that the academic model and subsidiary activities are of an excellent standard instead of offering a wide bouquet.

Check that classrooms are neat, well maintained and that they cater to a wide range of interests and offer flexible seating possibilities. For instance, do classrooms have useful educational technology, is Wi-Fi available, are equipped laboratories accessible, if promised, and are spaces for art, design and innovation utilised for future focused learning?

On the sport side, do they cater to a variety of sport codes aligned to their model and offering, well-kept fields and facilities for those particular sporting opportunities on offer? Even if a child is not particularly sporty, well-maintained grounds are a good sign to take into consideration.

STUDENT SUPPORT

If a student requires additional academic support, whether it be emotionally or academically, what support structures does the school have in place, and how are they accessed? What disciplinary processes are in place to address bullying and other issues that may impact on the wellbeing and success of students? Does the school support the values of respect, diversity and inclusion – and is this evident in the classrooms and across the culture of the school?

STUDENT-TEACHER RATIO

What is the ratio of teacher to students in classes? And does the school highlight the academic practices to ensure all students are mentored and supported – no matter the class size?

HOLISTIC ACADEMIC AND SKILLS DEVELOPMENT

In addition to regular subjects that can be expected at most schools, which additional subjects may students access? What is the school’s approach to 21 ^st Century Skills, such as communication, collaboration, analytical thinking, creative thinking, digital literacy, and problem-solving? How are these skills embedded in the curriculum and the everyday learning experience of students? Is there evidence of cross curricular teaching and learning, and are the students granted regular opportunities to share their thinking and co-construct their learning collaboratively?

Important role of private higher education highlighted by SLTSA appointment – The IIE

tthomas@advtech.co.za (Tamara Thomas) — Tue, 16 Aug 2022 06:43:08 GMT

The important role that Private Higher Education can play in partnership with public universities - to increase the access to, and the quality and development of legal education in South Africa - has been confirmed by the recent election as President to the Society for Law Teachers of Southern Africa (SLTSA), of the first incumbent hailing from a Private Higher Education Institution.

Fiona Kaplan, Head of School: Law, at The IIE’s Varsity College, was elected this month to serve as the President of SLTSA. She will be working alongside the newly elected members of the Executive Council - Vice President Prof Howard Chitimira (North-West University), Treasurer Adv Renee Koraan (NWU), and Secretary Glancina Mokone (NMU) – as well as representatives of the society in various committees tasked with issues related to the Judicial Services Commission (JSC), the Legal Practice Council (LPC), and the Magistrate’s Commission.

“This is another significant development for Private Higher Education in South Africa and underscores the strides that can be made if various institutional types work together for the common good,” says Shevon Lurie, Director of The Independent Institute of Education (The IIE), the leading Private Higher Education provider in South Africa.

Lurie notes that the appointment follows a landmark court ruling in favour of The IIE’s LLB Degree, that affirmed that IIE graduates who studied Law at the IIE VC brand are as qualified to enter the legal profession after graduation as students from public universities.

“We are very proud of the selection of Kaplan to this important role, and wish her success in her work on behalf of the SLTSA,” she says.

SLTSA’s mandate is to act as the mouthpiece for all legal academics in the Southern African region through the advancement of research and teaching, and forging relationships with legal practice both within the borders of South Africa and beyond.

“I am excited at the opportunity to forge deeper relations between law teachers and the profession; with the judiciary and with law schools in neighbouring SADC countries. I also hope to ensure greater inclusivity between public and private Higher Education Institutions offering law programmes, and to provide increased support to emerging law teachers in legal academia to becoming published,” says Kaplan.

Degrees offered at public and private institutions are accredited and registered in the same way against the same criteria by the same regulatory authorities, notes Lurie.

“It is only artificial barriers that remain in the path of private institutions and public universities being able to compete and collaborate on a level playing field, as is the case internationally,” she says.

The crucial importance of investing in early years education

tthomas@advtech.co.za (Tamara Thomas) — Mon, 15 Aug 2022 08:04:19 GMT

There can be no doubt that the early years in education are the most important ones, as they lay the foundation for all future learning. Therefore, it is encouraging that the Department of Basic Education has taken over the crucial Early Childhood Development portfolio from the Department of Social Development, an education expert says, while calling for a greater focus on and investment in these life-shaping years both in public and private institutions.

“Research is clear that early childhood development drives success in school and life,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

“Raising the profile of this stage of learning in all schools must – where it is not yet the case - become a priority alongside the effective management of the transition between the home environment to a school environment.”

According to Professor James J. Heckman*, Henry Schultz Distinguished Service Professor of Economics at The University of Chicago, a Nobel Laureate in Economics, and an expert in the economics of human development, early childhood represents a critical time to shape productivity, when the brain develops rapidly to build the foundation of cognitive and character skills necessary for success in school, health, career and life. Early childhood education fosters cognitive skills along with attentiveness, motivation, self-control and sociability—the character skills that turn knowledge into know-how and people into productive citizens.

“As the saying goes, you only get one chance to make a first impression. This is equally true where ECD is concerned. You don’t get an opportunity to go back and change the outcomes arising from these formative years,” says Hugo.

“This is why for us in South Africa, we must endeavour to ensure that the early years learning environments our children experience are nurturing, supportive and inclusive. And the pedagogy must be reflected in the richness of the learning environment by offering aesthetically pleasing and ergonomically designed learning spaces.”

Hugo says an effective learning environment can be compared to an ecosystem where many elements – spaces (indoors and outdoors), resources, routines, teachers, and families – are intertwined and support the student’s incremental growth and personal learning journey.

“The pedagogical focus in the early years must be on building academic confidence so that students develop a love of learning, and are prepared to enter future learning opportunities and ultimately the world of work with the skillset and knowledge that will ensure that they are adaptive and can successfully respond and contribute to their immediate and extended communities in a positive manner.”

When students feel safe, they will be open to learning. Therefore, the environment becomes incredibly important as the third teacher – it creates that safe space – building strong relationships and making important connections with the essential learning elements.

“Students in the early years also learn best when the learning is presented through play and where they are given the opportunity to explore, discover and make necessary connections – where they can discover that there are many ways, possibilities, and perspectives and that mistakes are necessary and accepted as part of the learning process – thus building resilience.

“In such circumstances, the environment must be responsive to their needs. Here the educator, through careful observations and interactions, is required to monitor each student’s growth and tailor experiences accordingly, thus ensuring that the students remain engaged and inspired.”

With changing times in all industries comes the need to reflect and reassess, and education is not exempt from this.

“As forward thinking, innovative organisations; whether our schools are situated in the private sector or public sector, we need to constantly reflect and take a good look at what we are doing, how we are doing it, and how we need to change. We need to listen carefully to our learning community and reimagine our spaces.

“We will be best positioned to serve the next generation by ensuring their early years learning is based on well researched philosophy, international connections, intentional use of resources and materials and its adaptiveness, with teaching and learning taking place in both a guided and incidental manner and that the student takes priority.”

SENS Announcement | 11 August 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 11 Aug 2022 06:28:52 GMT

Trading statement for six months ended 30 June 2022

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR SIX MONTHS ENDED 30 JUNE 2022

The group reports normalised earnings per share (‘NEPS’) as a way of excluding the effect of one-off transactions and corporate action costs from it results.

NEPS for the six months ended 30 June 2022 is expected to be between 19% and 24% higher than the comparative reporting period for the six months ended 30 June 2021 (‘the comparative period’) or between 65.6 and 68.3 cents per share as compared to 55.1 cents per share (restated from 54.6 cents per share) in the comparative period.

Headline earnings per share is expected to be between 20% and 25% higher than the comparative period or between 66.1 and 68.9 cents per share as compared to 55.1 cents per share (restated from 54.6 cents per share) in the comparative period.

Earnings per share (‘EPS’) for the six months ended 30 June 2022 is expected to be between 16% and 21% higher than the comparative period or between 66.7 and 69.6 cents per share as compared to 57.5 cents per share (restated from 56.9 cents per share) for the comparative period.

As disclosed in the annual financial statements for the year ended 31 December 2021, shares held by the management share incentive scheme were reclassified as treasury shares. This resulted in a restatement of the weighted average number of shares in the comparative period. There were no changes to the earnings for the comparative period.

Based on the previously published NEPS of 54.6 cents per share for the comparative period, ADvTECH expects an increase of between 20% and 25% in NEPS. Based on the previously published HEPS of 54.6 cents per share for the comparative period, ADvTECH expects an increase of between 21% and 26% in HEPS. Based on the previously published EPS of 56.9 cents per share for the comparative period, ADvTECH

expects an increase of between 17% and 22% in EPS.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the six months ended 30 June 2022 on the JSE’s Stock Exchange News Service on or about Monday, 29 August 2022.

11 August 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Engineering a better world

tthomas@advtech.co.za (Tamara Thomas) — Tue, 26 Jul 2022 06:50:05 GMT

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 18 ^th 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.

Engineering 101: How to choose a degree programme for 2023

tthomas@advtech.co.za (Tamara Thomas) — Wed, 20 Jul 2022 12:59:38 GMT

Engineering has long been a popular field of study for school leavers, because of the high demand for qualified and experienced professionals in this field, the diversity of options within the field, and the interesting and varied nature of life as an engineer.

However, contrary to the road to career success for prospective engineers of the past, study options have increased dramatically from the historically limited public university offering, and those who are interested in this field should ensure they consider all their options so as to align their chosen branch of engineering with their personal goals, as well as their ability to make an immediate an positive contribution in the workplace, beyond mere academic and theoretical knowledge, an education expert says.

“The specifics of admission requirements for various institutions vary, but it’s safe to say that if you are great at maths, physics and chemistry and have a good command of English or the language of instruction of the institution, engineering is an excellent and sustainable choice of study,” says Neil Manson,
Head of School: Engineering, Science and Health at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Manson notes that perceptions of a career in engineering can be quite limited, but that it is worth noting that the day-to-day life of an engineer – whether in public or private sector - incorporates many different facets depending on specialisation, which can include:

Designing materials, components, systems or processes,
Planning the capacity and location of infrastructure,
Investigating, advising and reporting on engineering problems,
Improvement of materials, components, systems or processes,
Managing or operating plants and processes,
Managing implementation or construction projects,
Implementing designs or solutions,
Research, development and commercialisation of products,
Education, training and development of engineering personnel,
Postgraduate studies, research and teaching.

“Furthermore, students who graduate with an Engineering degree have valuable and sought-after knowledge, skills and attributes that enable them to work and excel in multi-disciplinary projects and easily expand into other industries, such as banking, insurance, ICT and many others,” Manson says.

Manson says the non-negotiable boxes that need to be checked when investigating which engineering degree to pursue and where, is to ensure that accreditation with the Engineering Council of South Africa (ECSA) is in place and that the institution is accredited with the Council for Higher Education (CHE).

“It is also then important, after those matters have been dealt with, to find an institution that has a close link with industry and that the curriculum is contemporary and updated. While engineers are in high demand, companies are also careful to scrutinise the quality of qualifications, an institution’s reputation for producing work-ready graduates, and the likely ability of a graduate to consistently perform at the highest level.

“Engineering is a complex field and engineers carry a lot of responsibility – sometimes life and death responsibilities - on their shoulders. So it is important not only for satisfying employer demands, but also for developing and empowering yourself to be able to fulfil your duties with confidence, that you find an institution and qualification where the classes are small and you can receive individual attention that goes beyond just covering the theory.

“Ask prospective higher education institutions for a tour of their campus facilities, and look out for up-to-date facilities and laboratories, inspiring campus grounds, and modern programme design.”

Prospective students should also enquire about a faculty’s focus on sustainability, its level of industry engagement, its focus on real-life communities in its curriculum, its focus on entrepreneurial development and the extent to which it provides its students with collaborative research opportunities and industry interaction.

“Engineering is a tremendously rewarding career and opportunities will continue to grow locally and globally even during tough economic times. Matriculants with the academic ability to be successful, and a keen interest in the field, would do well to investigate their opportunities and find the perfect fit within the field for them, as well as the right institution to develop them holistically and help them get ready to contribute upon graduation.”

ADvTECH digital journey – the goal is uninterrupted learning

tthomas@advtech.co.za (Tamara Thomas) — Mon, 04 Jul 2022 06:40:34 GMT

Article provided by Microsoft

As we reflect over the last 2 years and the COVID-19 pandemic, it is surreal to see how far we have come and how resilient we have become. It is perhaps even stranger to suggest that the COVID-19 pandemic has become the catalyst to even better teacher and student engagement and innovation.

Looking at an organization like ADvTECH schools division who are an experienced educational provider with 9 brands in the schools division and 9 brands in the tertiary division, we see how they have showcased their innovation and technological prowess using the Microsoft 365 suite. As a part of this suite Microsoft Teams was used to ensure students and teachers remain connected and engaged during hard lockdown levels where they could not attend classes in person. What is even better is the agility of the Microsoft 365 suite, its apps, and its immense collaborative ability which has given teachers the ability to still make use of the platform as students returned to the classrooms.

The goal is uninterrupted learning

When telling the ADvTECH schools division story and their drive to ensure uninterrupted learning we need to understand that when the Covid-19 pandemic hit the shores of South Africa, many of their schools were in the middle of a school holiday. Caryn Bakewell, a Maths teacher at Crawford International Ruimsig remembers the experience by saying, “For both educator and the student it was really tough to transition to remote learning because of the time frame we were under. We went into hard lockdown in the middle of a school holiday, so we had to start a brand-new term 100% online. As staff we received training and support from the ADvTECH schools division central academic team as well as having practice runs. The students and their parents were all sent how to guides which equipped them to understand what to do on the first day of school. There wasn’t a convenient way to ease into being online but as a team we made it work.”

Let us look at it this way, students that are in school today have never lived in an era where there’s not been technology right at their fingertips, so one could say it has been a long time coming that a great platform such as Microsoft Teams is introduced into schools. For ADvTECH schools division, Teams has probably been the most important platform to ensure uninterrupted learning for students. As a communication and collaboration platform it allows students and teachers to have remote class sessions, one on one sessions, receive and submit assignments, and most importantly stay engaged. Teams is also not a standalone platform but integrates seamlessly with over 700 applications which is designed to give its user great engagement opportunities.

Collaboration made easy with Microsoft Teams

An important element when looking at Teams is collaboration, the platform offers the broadest and deepest toolkits for content creation and personalized learning for students which makes modern classroom collaboration a breeze. For ADvTECH schools division, Teams helped teachers manage their daily workflows a lot easier than ever before. Using Teams, they were able to make announcements quickly and efficiently, share resources and class notebooks, create, upload and grade assignments. Because Teams is a digital hub, many if not all the students at the different schools could work together anytime, anywhere, and on any device. It also helped the teachers maintain a good connection with their students and collaborate effectively with their peers. Many of the teachers at ADvTECH schools division loved the collaboration Teams had to offer. Mmaki Malepe, a teacher at Trinityhouse Glenvista said “The biggest feature Microsoft Teams has is one that encompasses the 21st century skill that we teach which is collaboration. Teams has this incredible feature where we can have breakaway rooms in various subgroups so when we are doing a task in class we able to breakdown into smaller groups and complete the tasks.”

There are many elements in Teams which were used with great success during the hard lockdown, many of these features are not solely restricted to remote learning and most teachers and schools have decided to incorporate them into their in-person classes. A standout feature which teachers spoke highly of was the ability to record lessons. This was found to be the game changer for student as they could now watch and catch up on any missed work. It also helped the teachers to assess their teaching methods, how students engaged in the classes, and in turn helped to give teachers an indication on the students to follow up with.

Abbotts College in Johannesburg South is one of the schools that found great benefit in recording the class sessions on Teams – Yumna Moosa Deputy Principal at the school says “through recorded lessons, revision sessions have been made a lot easier because students are able to watch the recorded lessons and catch up on any work they have missed. It also improves my teaching because I am able to go back and view my lesson to see if I have done my best when it comes to interaction with my students and to gauge their level of interaction.”

The chat function on Teams has been a huge advantage to both teachers and students, in many instances it has given students the confidence to ask teachers questions where they would either be too shy or nervous to speak in front of their peers. Secondly, instead of students only being able to ask questions during school hours, while studying at home they would ask their teachers a question on the chat function and get an immediate response.

Caryn Bakewell Maths teacher at Crawford International Ruimsig shares that “the chat function in Teams has opened up a whole new world to us as educators in terms of academic support. A student may not be comfortable raising their hand and asking a question in class, and now they can access the chat function and send a private message to the teacher with their question. This has been great in bridging that gap so we can help the students that need the help the most.” This helped ADvTECH schools division become better focused on the learners and give them an educational advantage during an uncertain period.

Educators use a variety of apps to improve learning outcomes

An incredible accomplishment that the ADvTECH schools division need to be proud of is that in a short space of time the teachers and schools were able to make the most of the Teams platform and successfully integrate several Microsoft apps onto Teams for an incredible learner and teacher experience. Some of the apps that were integrated successfully were Sways, Forms, Insights, & Whiteboard.

Ilze Kellerman a teacher at Pinnacle College in Waterfall enjoyed using Microsoft Sways as it was an easy way to create and share class summaries, interactive reports, presentations, media resources, and many other elements, that support the learning journey. She says that “Sways was a useful tool in having a record of the whole lesson. I could have my lesson notes and videos that I showed the students incorporated onto the tool as well as links to some quizzes we had done. It also helped students to go back to the Sway to recap and take the quizzes as a way of revision. An added beauty to Sways was I could add it as a tab to certain channels within Teams which helped to keep all the content organized”

Microsoft Forms has proven to be an effective tool for both teachers and students. With Microsoft Forms, you can create surveys, quizzes, and polls, and invite students to respond to it using almost any web browser or mobile device. With Microsoft Forms you get real-time results as they are submitted, use built-in analytics to evaluate responses, and export results to Excel for additional analysis. Microsoft Forms was and is still being used by teachers to create quizzes, assignments, and provide feedback.

Teachers at ADvTECH schools division loved the way Forms integrated into Teams as it kept record of all student marks and provided them with a holistic picture of the students’ progress and understanding.

As one could imagine a major adjustment for students was having the self discipline to attend the online lessons and engage while trying to conquer all the distractions which being at home presented. To monitor children’s engagement in the different classes Microsoft Insights for Teams came to the rescue.

Yumna Moosa deputy principal at Abbotts College in Johannesburg South stressed the importance of the Microsoft Insights app in Teams. She shares how “as a teacher I can see when my students login because sometimes they are not able to join a live lesson, but I can see when they logon to access the material and how long they engaged with the material. This helped to provide great feedback to the parents on the level of engagements the students had and became easier to create a roadmap of success for each student.”

A “stunning tool” as Natalie Grove a Science and Technology teacher at Crawford International Ruimsig puts it was the Microsoft Whiteboard app. For a teacher like her that relies on illustrations and drawings to best explain her lessons, she felt the Microsoft Whiteboard was a great tool for her to be effective in her classrooms. She says that “the Microsoft Whiteboard application was stunning especially the fact that it is an infinite whiteboard, meaning I could do something on one part, while do something else on another part. I could send screenshots and PDFs of what I was doing to the students which made this a fantastic resource. It is still an application I enjoy using post the hard lockdown.”

Leveraging Microsoft Teams to support students’ mental well-being

ADvTECH’s schools division central academic team and brands understood that as anxieties were rising, they needed to ensure that the students’ mental wellbeing was being monitored. As social beings that rely on cooperation to survive teachers and schools understood that remote learning would take its toll on the students over time. So, they decided not to just use Teams as a method to teach but to use it as a tool to engage with their learners.

The chat function worked incredibly well in this regard and in many instances, teachers encouraged students to share how they are feeling using emoji’s, GIF Images, one liners, or just a word. They could do this by dropping it on a group chat or in a private chat to the teacher. Dean Barber, a Technology teacher at Trinityhouse Glenvista says that “it was a priority that we would give the students the opportunity to tell us how they are feeling; we would encourage them to use emojis, GIFs, or type a sentence, it didn’t matter the main thing was that there was an opportunity for the students to express themselves” Many teachers such as Daniella de Wit from Pinnacle College in Waterfall had show and tell sessions using Microsoft Teams. Students would take the class on a virtual tour around their house, meet their pets, and get a glimpse of their room she described it as a fantastic way for students to know that they were not alone.

The ADvTECH schools division took full advantage of Microsoft technologies to advance the education of their students. The Microsoft 365 suite has been an effective, productive, collaborative, and engaging tool for ADvTECH schools division. This incredible suite of Microsoft products has given the organisation’s educational brands the ability to ensure that learning during hard lockdown was uninterrupted.

Microsoft is a proud Partner of the NSBC

SENS Announcement | 27 June 2022

tthomas@advtech.co.za (Tamara Thomas) — Mon, 27 Jun 2022 10:44:10 GMT

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 DIRECTORS, A DIRECTOR OF A MAJOR SUBSIDIARY, PRESCRIBED OFFICERS AND GROUP COMPANY SECRETARY

The date of vesting is 17 June 2025.

27 June 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Expanded options for high school success: Find the right fit for your child

tthomas@advtech.co.za (Tamara Thomas) — Tue, 21 Jun 2022 05:17:48 GMT

A mere cursory glance at social media and parent groups shows the anxieties and frustrations of parents with school going children today regarding access to an excellent education. Lack of access at public schools is a major challenge, with parents whose children qualify on all counts not gaining admission – through no fault on their part, but because of capacity constraints. Another observed challenge is that of children already at school, but where the environment is simply not preparing them for the modern world because of outdated pedagogies and ways of working, non-productive homework requirements, or a system that no longer serves the needs of students.

An education expert says while the above and other issues related to schools may feel like an impossible hill to climb for parents, the reality is that there are many options in the private sector of which parents may not be aware. Additionally, parents sometimes discard the idea of private education out of hand because of the perception that it might not be within their reach financially, when that is not necessarily the case.

“Over the past weeks, many parents have had to tell their children that they were not accepted at any of the schools to which they applied, despite them qualifying for access,” says Kassandra Strydom, Academic Advisor: ADvTECH Schools Division Central Academic Team.

“We’ve also noticed parents highlighting the struggles their children are facing because of personal challenges or circumstances, being just a number at school, being required to take subjects that are of no interest to them and being subjected to teaching methods and approaches that are out of touch regarding what is required in today’s world and what will be required of them in future.

“Parental concerns are becoming evident. We urge these parents to investigate the options open to them in the private sector, because it can make a world of difference in a child’s educational journey, their self-actualisation and future prospects, and their general wellbeing,” says Strydom.

Strydom says a key consideration for parents when investigating options in the private sector, is to consider WHAT KIND of school is right for their child, because unlike in the public sector, different private schools have very different offerings designed to cater to the specific needs of students and their families.

She says top-level considerations when assessing any private school, will include the following:

· Class size

· Teacher qualifications, experience and expertise

· Commitment to continued professional teacher development on the part of the school

· Teaching styles, methodology and environments

· The selection of curriculum and whether qualifications will be internationally recognised

· Fee structures

· Sport and extra-curricular offerings as well as facilities

· Additional academic support as well as programmes such as core skill development and EdTech integration

The kinds of private school offerings include the following:

MODERN AND PROGRESSIVE SCHOOLS

· Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning

· Integrated curriculum focused on thematic units

· Strong emphasis on problem solving and critical thinking

· Group work and development of social skills

· Understanding and action as the goals of learning as opposed to rote knowledge

· Collaborative and cooperative learning projects

· Education for social responsibility and democracy

· Integration of community service and service-learning projects into the daily curriculum

· Selection of subject content by looking forward to ask what skills will be needed in future society

· De-emphasis on textbooks in favour of varied learning resources

· Emphasis on lifelong learning and social skills

· Assessment by evaluation of child's projects and production

· Ed tech enabled learning opportunities

These schools prepare students for responsible adulthood and potential leadership by laying an excellent academic foundation supported by future-focused skills that will ensure students have lifelong success

TRADITIONAL HOLISTIC SCHOOLS/ RELIGIOUS TRADITIONAL SCHOOLS

In addition to the above elements, traditional schools offer a strong academic focus with excellence in sport and culture opportunities for students. They seek to retain traditional values while preparing students for an ever-changing world. The recipe of following time-honoured traditions has been very successful and recognised for the excellent contributions it makes in every sphere of education and to the social and emotional development of each student.

SPECIALISED ACADEMIC SUPPORT AND ASSISTED LEARNING

These schools offer a non-traditional approach to education to support neurodiversity. The unique strategy creates opportunities for the academic support and nurturing of all students on their journey to achieving academic success.

All students are included, catered for, and receive the additional support they require. The school believes that when a student joins the school, they are taking the first step toward their best future. creating opportunities for self-fulfilment and self-actualisation for all students, to develop their potential regardless of differences. Each student is taught according to their unique needs and in accordance with an individualised development plan by a multi-dimensional specialist team who follow a neurodiverse approach.

School types as above can be broken down into top tier and mid-tier schools. The variety of school fee options can be aligned to the school’s offering. It is important to highlight that investigation into the academic success of students is important as this is possible at all fee levels, but the offering of additional subjects and activities vary.

ONLINE HOME SCHOOLING

Parents may consider investigating online/ homeschool options, but are urged to ensure that their chosen school focuses on ‘cognitive’ screentime – where students are able to engage during lessons – rather than opt for a ‘paper behind glass’ approach, which may impact successful study.

“Very importantly, parents should feel comfortable that whichever school they choose, it has academic excellence at the core of its offering. Once that has been established, and the basic top-level considerations have been satisfied, parents can settle on the perfect environment for their child which fits with their budget, which will not only impact on the wellbeing and future preparedness of the child, but also on the family’s wellbeing as a whole,” says Strydom.

Legal degrees 101: What you need to know about studying law in 2023

tthomas@advtech.co.za (Tamara Thomas) — Wed, 08 Jun 2022 10:02:30 GMT

These include, for example:

BCom in Law - General management, legal advisor, corporate governance.
BA in Law - Legal advising, paralegal, alternate dispute resolution practitioner, mediator, corporate communications practitioner, legal researcher, court reporter, legal writer, online content manager, criminologist.
LLB - Career options in both the public or private sector. You can start your own practice, work for a small organisation (for profit or even an NGO) or even a large company.

“When considering your career vision, it is important to find your passion and link that to the associate career which could be any of the following: an advocate, attorney, prosecutor, legal advisor at one of the Chapter 9 institutions, alternate dispute resolution, community law advising, paralegal office advisor, any form of drafting, family-law practice, general commercial mediation, legal education, legal research, and non-governmental legal advising,” Batchelor says.

But she warns prospective students to ensure they properly vet their institution before signing up, as an LLB is a professional qualification which means it is important to study at a credible registered institution that has complied with the legal requirements for accreditation of the qualification. The institution must also be able to demonstrate that they have met the necessary standards in order to produce work ready graduates with the necessary attributes.

“When selecting where to study, it is important to consider the skills needed to become a lawyer or any form of legal professional. The institution where you study should prepare you for the world of work in as many ways as possible, and some universities unfortunately have not kept up adequately with modern workplace demands.

“Law is always evolving so it is important that the higher education institution you select is on the cutting edge of the most recent developments in the content and skills to be taught to their students, which translates into a work ready graduate.”

When considering which qualification to go for, prospective students should be sure to understand the various streams, and what these will qualify them for post-graduation.

“There are a few ways in which an LLB Degree can be obtained, but not all Higher Education providers offer the different stream options so this is also an important consideration,” Batchelor says.

She says options broadly include the following:

Straight LLB (4 years)
A selection of one of the streams (a 3-year BA in Law or BCom in Law) followed by an LLB Degree (which can often then be completed in 2 years).

The latter stream results in two qualifications in five years. There are pros and cons to proceeding with either option, Batchelor says, adding that after completion of the BA in Law or BCom in Law students can elect to proceed with a different postgraduate qualification that is not necessarily law related.

“It is important to consider the criteria and requirements of both options as well as your long-term aspirations, for example if owning your own law firm is your goal, it may be beneficial to have some commercial background by doing a BCom in Law first followed by an LLB.

“Making the call on which stream to follow can be challenging, so if you need additional insight and support, speak to student advisors at a reputable higher education provider to help you,” Batchelor advises.

She says prospective students should also look beyond traditional law degrees, and see what contemporary degrees might better align with their aspirations. For instance, The IIE LLB degree offered on its IIE Varsity College and IIE MSA campuses has a number of elective modules which are unique and new to the legal profession, such as Integrative Law and Street Law.

And the good news for Matriculants who do not meet the necessary entry requirements, is that it doesn’t mean the end of the road for them if law was on their study radar, Batchelor says.

“You can still study law by way of completing a Higher Certificate like a Higher Certificate in Legal Studies and thereafter articulating to a Bachelor’s Degree. The Higher Certificate will also empower you to work in a legal office environment after a year of study and upon qualification.”

Batchelor says anyone interested in Law as a career should ensure they do as well as possible in English in high school, as language is of crucial importance in the legal field. Not only to meet admission requirements, but because of their prospects of being successful in study and work. In general, most admission requirements for law degrees entail a Bachelor’s pass and a specific marks requirement for English. Some (but not all) also have requirements for Maths, Maths Literacy or Technical Maths marks.

“When evaluating where you want to study law, be sure to find a higher education institution that is responsive to change – change in content as well as format of learning. Enquire about recent additions and change to curricula, and new ways of working. If the registrar’s or student support office can’t or won’t respond to these questions, keep looking. You don’t want to qualify with an outdated, purely academic qualification only to find you are not able to function in the real world.

“Also, ensure that the institution focuses strongly on work-integrated learning – the golden thread that must be woven throughout the curriculum to ensure graduates have the necessary skills to enter the industry competently and confidently.”

SENS Announcement | 31 May 2022

tthomas@advtech.co.za (Tamara Thomas) — Tue, 31 May 2022 08:31:31 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

* Mr MM Nkosi has an indirect beneficial interest in Value Capital Partners Proprietary Limited (“VCP”), which is the registered investment manager to Value Capital Partners H4 QI Hedge Fund and various other funds

31 May 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 26 May 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 26 May 2022 12:55:15 GMT

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 3.91 of the JSE Listings Requirements, shareholders are hereby advised that at the annual general meeting (“AGM”) of shareholders of the Company held today, Thursday 26 May 2022, all the proposed ordinary and special resolutions, as set out in the notice of annual general meeting contained in the Integrated Annual Report, save for the withdrawal of ordinary resolutions 5 and 8, 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 meeting was attended by shareholders representing 448 705 218 ADvTECH shares which amounted to 80.93% of the total ordinary issued share capital of ADvTECH, voting in person or by proxy.

1. Ordinary resolution number 1: Adoption of the annual financial statements

2. Ordinary resolution number 2: Confirmation of appointment of Ms SS Lazar

3. Ordinary resolution number 3: Re-election of Mr KDM Warburton

4. Ordinary resolution number 4: Re-election of Dr JS Chimhanzi

5. Ordinary resolution number 5: Resolution withdrawn

6. Ordinary resolution number 6: Election of Mr KDM Warburton as member and chairman of the Audit and Risk Committee

7. Ordinary resolution number 7: Election of Dr JS Chimhanzi as member of the Audit and Risk Committee

8. Ordinary resolution number 8: Resolution withdrawn

9. Ordinary resolution number 9: Election of Mr CB Thomson as member of the Audit and Risk Committee

10. Ordinary resolution number 10: Appointment of external auditors

11. Ordinary resolution number 11: General authority to issue shares for cash

12. Ordinary resolution number 12: Signature of documents

13. Non-binding advisory vote number 1 – Remuneration policy

14. Non-binding advisory vote number 2 – Implementation report

15. Special resolution number 1: Approval of non-executive directors’ fees

16. Special resolution number 2: Authority to give loans or financial assistance to subsidiaries and related or inter-related companies

17. Special resolution number 3: General authority to acquire the company’s own shares

Various questions were raised during the meeting pertaining to the performance of the business to which Management reported that the business is performing well and in line with expectations.

26 May 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 25 May 2022

tthomas@advtech.co.za (Tamara Thomas) — Wed, 25 May 2022 07:58:13 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

25 May 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Annoucement | 20 May 2022

srousseau@advtech.co.za (Susan Rousseau) — Fri, 20 May 2022 11:34:08 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

DIRECTOR NOT STANDING FOR RE-ELECTION AND THE WITHDRAWAL OF RESOLUTIONS TO BE TABLED AT THE ANNUAL GENERAL MEETING (“AGM”)

In terms of paragraph 3.59 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the Board of Directors (“the Board”) hereby informs shareholders that Konehali Gugushe (Chairperson of the TSEC Committee and member of the Audit and Risk Committee) who will be retiring by rotation, has indicated that she will not be standing for re-election at the AGM to be held on 26 May 2022.

Accordingly, the Company has amended its Notice of AGM to shareholders dated 28 April 2022 and advises shareholders that ordinary resolution numbers 5 and 8 have been withdrawn.

The withdrawal of the ordinary resolutions aforesaid does not affect a proxy form already submitted/or to be submitted in respect of other resolutions to be presented at the AGM.

Although any votes on ordinary resolutions 5 and 8 will be discarded prior to the AGM, if a shareholder has already submitted voting instructions or forms of proxy, prior to the publication of this announcement, such voting instructions or forms of proxy will remain valid, unless the shareholder submits new voting instructions for forms of proxy.

The Board would like to thank Konehali for her valuable contribution and wish her well in her future endeavours.

20 May 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 19 May 2022

tthomas@advtech.co.za (Tamara Thomas) — Thu, 19 May 2022 08:06:00 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

19 May 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 28 April 2022

srousseau@advtech.co.za (Susan Rousseau) — Thu, 28 Apr 2022 06:32:29 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH”)

NO CHANGE STATEMENT, NOTICE OF HYBRID ANNUAL GENERAL MEETING AND AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

Shareholders are advised that the ADvTECH 2021 Annual Integrated Report (“Integrated Report”) has been published today. The annual financial statements in respect of the year ended 31 December 2021 as contained in the Integrated Report are unchanged from the preliminary report for the same period, published on SENS on 28 March 2022.

Electronic versions of the Annual Financial Statements and Ernst & Young Incorporated’s unqualified report which incorporates key audit matters are available on the Company’s website at: https://www.advtech.co.za/financial-results

The Integrated Report is available on the ADvTECH website: www.advtech.co.za

Notice is hereby given that the hybrid annual general meeting (“AGM”) of shareholders of the Company will be accessible on an interactive electronic platform, in order to facilitate remote participation and voting by shareholders, as permitted by the JSE Limited and the provisions of the Companies Act and the Company's Memorandum of Incorporation, on Thursday, 26 May 2022 at 10h00, to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM to be distributed to shareholders on or before 28 April 2022.

Shareholders who wish to participate in and/or vote at the AGM, remotely or in person, are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on +27 11 520 7950/1/2 as soon as possible, but in any event no later than 10:00am on Tuesday, 24 May 2022. It is important to note that all voting will take place via the electronic platform, irrespective of a shareholder electing to attend remotely or in person.

Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (CSDP) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in your custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Thursday, 14 April 2022. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 20 May 2022. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 17 May 2022.

AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

28 April 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 25 April 2022

Tue, 26 Apr 2022 08:52:10 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 21 April 2022

Number of securities : 339,712

Nature of transaction : On-market acquisition of securities

Share price : R16.9741

Total value of transaction : R5,766,305.46

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 22 April 2022

Number of securities : 26,252

Nature of transaction : On-market acquisition of securities

Share price : R16.9570

Total value of transaction : R445,155.16

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 25 April 2022

Number of securities : 58,101

Nature of transaction : On-market acquisition of securities

Share price : R16.9463

Total value of transaction : R984,596.98

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

26 April 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

COMPULSORY EARLY CHILDHOOD EDUCATION: WHAT PARENTS NEED TO KNOW

Mon, 25 Apr 2022 19:07:25 GMT

The transition of Early Childhood Development (ECD) from the Department of Social Development to the Department of Basic Education is now in full swing, and will change how the academic development of young children is approached in South Africa. The transition started this month, and will become effective from next year. Among the changes which will be introduced by the move, is the obligation on parents to send their children to school from Grade 00, as opposed to school attendance only being compulsory from Grade 1, as has been the case until now.

An education expert says parents who now need to consider where they will send their young child from next year, must do their homework carefully to ensure the school they choose approaches ECD from a child-led learning perspective. This will ensure they start their academic journey appropriately for their age, that they build strong foundations, and that they have positive associations with attending school.

“Schools have different programmes and approaches, and parents may be seduced by the idea of sending their child to a strictly academics focused ECD institution which will turn their little one into a mini Einstein before they even head to big school. However these good intentions are likely to fall flat, as this is not the correct and age-appropriate approach,” says Lynda Eagle, Academic Advisor at ADvTECH Schools, SA’s leading private education provider.

“The early years are exceptionally important, but learning should be play-based as far as possible. One of the best approaches to this is contained in the Reggio Emilia philosophy of learning. Bombarding young children with a curriculum more suitable to older students is entirely counter-productive,” she says.

When looking for an early learning campus, parents should search for a school that is not only aesthetically pleasing but more importantly where the student’s wellbeing is placed at the forefront.

“Young children learn best when provided with opportunities to ‘play’ - where they can explore, discover, and experiment in order to make sense of the world around them. The school/teachers need to be cognisant of this and facilitate the students’ personal learning journey through careful observations and by providing meaningful and relevant learning opportunities.”

Other things to look out for when hunting for the right ECD environment for your child, includes:

Teachers who are appropriately qualified to teach in an early learning environment,
Where teachers have a caring and positive disposition and where a child is viewed as competent and capable,
Where there is a strong sense of community,
Where teaching is engaging, relevant and interactive, and
Where the school follows a positive discipline policy - students are guided positively and supported as they develop their social and self-regulation skills.

“For parents who may be concerned about the ability of schools to adapt to the new paradigm, they can be reassured that the inclusion of the younger years into their programmes is doable if the right approach is followed. Approaches to teaching and learning in the early years – such as the Reggio Emilia approach - are well documented and provide schools with prime examples of best practice. Here the emphasis is not on equipping a school with expensive resources but rather connecting the student with natural elements in meaningful ways, with rich learning experiences, and helping them to reimagine and repurpose available materials – resulting in rich learning opportunities and possibilities.”

GRADE TEN SUBJECT CHOICES: HOW THE CONSIDERATIONS HAVE CHANGED

Mon, 25 Apr 2022 19:03:35 GMT

The transition from Grade Nine to Grade Ten marks an important and eventful time in a student’s educational trajectory. One of the critical aspects of this transition is characterised by the selection of subject streams – coming up for all Grade Nines in the next few weeks - that essentially determine future study and career options, as well as a student’s performance in Matric.

But unlike previous years, factors that influence this decision have evolved post-pandemic, says education expert Philip Hlatshwayo, Head of Programme at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

THINK LIKE A PROJECT MANAGER

“Self-management is the one attribute or skill that has always been critical in a student’s academic journey. However, the need for this attribute intensified during the Covid19 pandemic, sparked by the sudden need for increased independence in academic work. The skills you gained during that time can now be harnessed when choosing subjects,” Hlatshwayo says.

Similar to a company project, subject choice selection needs to be treated as a project, he notes.

“A project generally requires a project management plan to be drawn up in order to ensure the success of the project. The critical aspects considered in any project are skills required, the knowledge required and strategies/techniques.

“Subjects are no different and work in a similar model. That is, for each subject, a student needs to ask themself what skills am I required to have for this subject? The skills required for studying Physical Sciences will be different from the skills required for studying History. Self-introspection will therefore help you understand the skills you possess and can potentially develop.”

What prior knowledge is critical for this subject?

“There have been instances where students choose a subject such as Mathematics for which they lack basic knowledge and understanding that were supposed to be developed in the earlier phases. This leads to frustrations because of the requirements cast on the students once they get to Grade 10.

“A critical reflection of the past grades and how you have handled the demands of a subject similar to the one you are choosing will save you a lot of time and stressful moments. But it should also be remembered that there is still time to develop competency in a core subject – with focus and hard work – if you are determined.”

What studying strategies and techniques are necessary for this subject and do these strategies complement my learning capabilities?

Hlatshwayo says students must consider the strategies and techniques needed to be successful in studying a particular subject.

“For one student, thinking about various algebraic strategies in a Mathematics subject may come easy, for another, reading large quantities of History material may be preferred. There are areas in which we can excel and unleash our full potential if we think carefully about it.”

Answering the questions above will be the first step towards understanding your starting point in this project of choosing the right subjects to support your future dreams.

ACADEMIC SUPPORT

Academic support involves various stakeholders such as your teacher, peers, family members, mentors and student support services at higher education institutions, who can help you in your journey.

“As much as your teacher may help you with critical subject-related issues, you may at times need your mentor to help you establish the value of pursuing certain things in your academic journey and seeing the big picture,” says Hlatshwayo.

“Student advisors at higher education institutions can further help you match your prospective subject choices to fields of study and career prospects. They are also able to guide you in terms of how the world of work has changed, and which skills will be in high demand by the time you finish your qualification. Using that information, you can work your way back to see which subjects you have to select now.”

HIGH PERFORMANCE STRATEGY

Armed with the information and approach as above, students should choose subjects that will both 1) leave them with a wide range of options and 2) allow them to perform to the best of their ability in their Matric exams.

“Your subject choice should allow for gateway subjects such as core Maths and Science which will help you to keep your options open,” says Hlatshwayo.

“If you struggle in these subjects, at least retain one of them and focus your efforts. Even if you are not yet confident, remember that you have three years to work hard and get a solid grounding – it’s not too late to rise to the challenge.”

Students should also consider what makes them happy, he says.

“Select one or two subjects which interest you and throw yourself into the pursuit of mastery. If you ‘are able to find your feet and enjoyment in a particular area, that bodes well for your future career and self-actualisation.”

And finally, students should choose some subjects that will help them boost their final results.

“Admission to higher education is performance-based, so having some subjects in the bag where you know you can shoot the lights out if you work hard, will very likely improve your chances of success when applying for further study after Matric.”

SENS Announcement | 21 April 2022

dudaadmin@advtech.co.za (ADvTECH Group) — Thu, 21 Apr 2022 10:58:11 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 14 April 2022

Number of securities : 276,729

Nature of transaction : On-market acquisition of securities

Share price : R16.9365

Total value of transaction : R4,686,820.71

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 19 April 2022

Number of securities : 420,651

Nature of transaction : On-market acquisition of securities

Share price : R17.1623

Total value of transaction : R7,219,338.66

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 20 April 2022

Number of securities : 153,783

Nature of transaction : On-market acquisition of securities

Share price : R17.0923

Total value of transaction : R2,628,505.17

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

21 April 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 14 April 2022

srousseau@advtech.co.za (Susan Rousseau) — Thu, 14 Apr 2022 09:17:03 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 11 April 2022

Number of securities : 42,727

Nature of transaction : On-market acquisition of securities

Share price : R17.4979

Total value of transaction : R747,632.77

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 12 April 2022

Number of securities : 12,989

Nature of transaction : On-market acquisition of securities

Share price : R17.1993

Total value of transaction : R223,401.71

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 13 April 2022

Number of securities : 190,857

Nature of transaction : On-market acquisition of securities

Share price : R16.9949

Total value of transaction : R3,243,595.63

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

14 April 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 11 April 2022

srousseau@advtech.co.za (Susan Rousseau) — Mon, 11 Apr 2022 05:22:21 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 6 April 2022

Number of securities : 296,245

Nature of transaction : On-market acquisition of securities

Share price : R17.4652

Total value of transaction : R5,173,978.17

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 7 April 2022

Number of securities : 272,681

Nature of transaction : On-market acquisition of securities

Share price : R17.3495

Total value of transaction : R4,730,879.01

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

SENS Announcement | 6 April 2022

srousseau@advtech.co.za (Susan Rousseau) — Wed, 06 Apr 2022 08:50:19 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 1 April 2022

Number of securities : 55,173

Nature of transaction : On-market acquisition of securities

Share price : R17.4995

Total value of transaction : R965,499.91

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 4 April 2022

Number of securities : 501,012

Nature of transaction : On-market acquisition of securities

Share price : R17.4996

Total value of transaction : R8,767,509.60

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

6 April 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 1 April 2022

srousseau@advtech.co.za (Susan Rousseau) — Fri, 01 Apr 2022 14:01:14 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 30 March 2022

Number of securities : 171 839

Nature of transaction : On-market acquisition of securities

Average Share price : R17.0041

Lowest Share price : R17.0041

Highest Share price : R17.0041

Total value of transaction : R2 921 967.54

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 31 March 2022

Number of securities : 137,968

Nature of transaction : On-market acquisition of securities

Average Share price : R17.3621

Lowest Share price : R17.3621

Highest Share price : R17.3621

Total value of transaction : R2,395,414.21

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

1 April 2022

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

Dealing in securities by Director’s Associate

ADvTECH delivers a strong overall performance

srousseau@advtech.co.za (Susan Rousseau) — Mon, 28 Mar 2022 06:51:24 GMT

ADvTECH’s results underlie the quality of its assets and its robust business model

Commenting on the results ADvTECH CEO, Roy Douglas, said: “ADvTECH has delivered another set of strong results for the twelve months to December 2021 reinforcing the group’s consistent performance and further highlighting the quality of its assets and robust business model.”

“The group continues to benefit from the implementation of revised structures, improved systems, enhanced technological capability and strong financial management. These initiatives contributed to ADvTECH’s ability to adapt to the challenges created by the pandemic and, at the same time, sustain a high level of performance.”

Operational and financial performance

Strong financial performance
Strong cash generation underpinning a sound balance sheet

ADvTECH delivered another strong operational performance with good enrolment growth, a significant improvement in collections and a continued focus on efficiency improvements. The strong cash generation allowed the group to reduce borrowings and maintain a sound balance sheet.

Group revenue grew by 8% to R5.9 billion (2020: R5.5 billion) while operating profit increased by 22% to R1108 million (2020: R908 million). Group operating margins strengthened to 18.7% (2020: 16.5%). Normalised earnings for the period increased by 35% to R656 million (2020: R486 million) while normalised earnings per share increased by 35% to 121.5 cents (2020: 90.2 cents) per share.

Expectations are that the growth trend and good cash generation will continue. Together with a sound balance sheet and significantly reduced net borrowings, the Board is confident to re-instate dividend payments at a similar cover ratio as was in place prior to the disruption caused by COVID-19. The Board has therefore announced a final gross dividend declaration of 31.0 cents (2020: 20.0 cents) per ordinary share in respect of the year ended 31 December 2021. This brings the full year dividend to 50.0 cents (2020: 20.0 cents) per share.

Schools South Africa

Solid performance and continued enrolment growth
Providing quality education through a comprehensive portfolio of brands

The schools division in South Africa continued to benefit from the group’s restructuring efforts, brand portfolio alignment and improved customer service. Enrolments continued to climb throughout the year, while extramural and aftercare showed a recovery in the second half of the year.

Despite foregoing a fee increase, schools in South Africa increased revenue by 4% to R2.2 billion (2020: R2.1 billion) underscoring the robustness of the performance. Operating profit improved by 10% to R413 million (2020: R376 million) while the operating margin increased from 17.8% to 18.9%.

Schools Rest of Africa

Strong performance underscoring viability of investments

Schools in rest of Africa recorded good enrolment growth, remain operationally sound and posted higher profitably and returns on investment. Revenue increased by 36% to R268 million (2020: R197 million) and an operating profit of R47 million was achieved (2020: loss of R10 million). The operating margin of 17.7% is on par with schools operated by ADvTECH in South Africa and is expected to improve further.

Tertiary/University division

Continued growth due to the quality of academic offering

The 2021 tertiary student enrolment and registration cycle was severely disrupted as a result of the delayed release of the 2020 matric results. Nevertheless, enrolments, both face-to-face and distance online, continued to grow - reaffirming the group’s ability to deliver a quality academic offering irrespective of the mode of delivery.

Revenue increased by 4% to R2.4 billion (2020: R2.3 billion), while operating profit improved by 13% to R609 million (2020: R539 million). The operating margin increased from 23.0% to 25.0%

Resourcing division

Profitability recovers after COVID-19 disruption

Expansion into the rest of Africa continued to pay dividends with the division increasing its presence and number of placements across the reporting period. The division in South Africa increased market share in a tough environment and together with good cost controls allowed the business to return to profitability. Revenue for the overall division increased by 20% to R1018 million (2020: R848 million) and an operating profit of R39 million (2020: R3 million) was achieved.

Prospects

Proven competitive advantage and ability to leverage scale
Ongoing demand for quality education that delivers value

Commenting on the group’s outlook, Douglas said: “ADvTECH is uniquely positioned to leverage the advantages of our brands, structures, systems and financial strength to benefit from the growth in demand for education that is anticipated to continue both in South Africa and the rest of Africa. In addition, the inherent strong cash generation of our business model continues to strengthen our balance sheet and will enable us to invest in areas of opportunity with confidence”.

ABOUT ADvTECH

The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya. It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa. ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

For further information on the results go to www.advtech.co.za

Graeme Coetzee 063 685 6053

Sihle Nkatsha 071 492 8868

SENS Announcement | 28 March 2022

srousseau@advtech.co.za (Susan Rousseau) — Mon, 28 Mar 2022 06:50:45 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

JSE code: ADH ISIN: ZAE0000 31035

Income taxation number: 9550/190/71/5

("ADvTECH" or "the group”)

RESULTS FOR THE YEAR ENDED 31 DECEMBER 2021 AND ANNOUNCEMENT OF DIVIDEND DECLARATION

1. Salient features

Revenue increased by 8% to R5 917 million from R5 499 million in the prior corresponding year.

Operating profit before interest and non-trading items increased by 22% to R1 108 million from R908 million in the prior corresponding year.

Normalised earnings increased by 35% to R656 million from R486 million in the prior corresponding year.

Normalised earnings per share (“NEPS”) increased by 35% to 121.5 cents per share from 90.2 (restated) cents per share in the prior corresponding year.

Headline earnings per share (“HEPS”) increased by 33% to 121.6 cents per share from 91.6 (restated) cents per share in the prior corresponding year.

Earnings per share (“EPS”) increased by 44% to 123.1 cents per share from 85.5 cents per share in the prior corresponding year.

A full year dividend of 50.0 cents per share was declared compared to the 20.0 cents per share declared for the prior corresponding year.

2. Declaration of final dividend no. 23

Following a period of significant investment, the group is now benefiting from these investment returns. The growth trend and good cash generation is expected to continue, which together with a sound balance sheet and significantly reduced net borrowings, has given the board confidence to re-instate the payment of dividends at a similar cover ratio as was in place prior to the economic disruption caused by the COVID-19 pandemic. Therefore, the board is pleased to announce a final gross dividend declaration of 31.0 cents (2020: 20.0 cents) per ordinary share in respect of the year ended 31 December 2021.

This brings the full year dividend to 50.0 cents (2020: 20.0 cents) per share. This is a dividend as defined in the Income Tax Act, 1962, and is payable from income reserves. The South African dividend taxation (DT) rate is 20%. The net amount per share payable to shareholders, who are not exempt from DT, is 24.8 cents per share, while net amount per share is 31.0 cents for those shareholders who are exempt from DT.

There are 554 459 991 ordinary shares in issue; the total dividend amount payable is R171.9 million.

The salient dates applicable to the dividend referred to above are as follows:

Declaration of dividend by the board: Thursday, 24 March 2022

Announcement of annual results for 2021 on SENS: Monday, 28 March 2022

Last day to trade in order to participate in the dividend: Monday, 11 April 2022

Trading commences ex-dividend: Tuesday, 12 April 2022

Record date: Thursday, 14 April 2022

Dividend payment date: Tuesday, 19 April 2022

Annual general meeting (AGM): Thursday, 26 May 2022

Share certificates may not be dematerialised and rematerialised between Tuesday, 12 April 2022, and Thursday, 14 April 2022, both days inclusive.

3. Short-form announcement

This short form announcement, which is the responsibility of ADvTECH’s directors, is only a summary of the information in the full announcement and does not contain full or complete details. Any investment decisions by shareholders and/or investors should be based on consideration of the full announcement published on SENS on 28 March 2022. The full announcement can be found at:

https://senspdf.jse.co.za/documents/2022/jse/isse/ADH/AFSYE2021.pdf

The full announcement is also available for viewing on the company’s website at:

https://irp.cdn-website.com/24847d5c/files/uploaded/ADvTECH%20Long%20Form%20SENS%20YE2021.pdf

or a copy may be requested in person, at the company’s registered office or the office of the sponsor, at no charge, during office hours. Copies of the full announcement may also be requested from ADvTECH’s group investor relations at investorrelations@advtech.co.za.

Ernst & Young Inc., the group’s independent auditor, has audited the consolidated annual financial statements of ADvTECH and has expressed an unmodified audit opinion on the consolidated annual financial statements.

The auditor report (with Key Audit Matters) issued on the consolidated annual financial statements and the actual consolidated annual financial statements can be accessed at:

https://irp.cdn-website.com/24847d5c/files/uploaded/ADvTECH%20Group%20Annual%20Financial%20Statement%20-%20December%202021.pdf

This short-form announcement itself is not audited or reviewed.

28 March 2022

Johannesburg
Sponsor: Bridge Capital Advisors Proprietary Limited

Academic integrity in Higher Ed: Don’t build your future on false foundations

tthomas@advtech.co.za (Tamara Thomas) — Thu, 17 Mar 2022 07:00:40 GMT

Academic dishonesty in higher education is not a new phenomenon. The reasons why students are not academically honest are varied – some students have weaker language skills and the language at university is difficult, and for some their work ethic led them to search for non-legitimate solutions to submitting assignments, for instance. However, since the pandemic, which brought with it an increase in the need to submit tests and assignments online, additional loopholes have acted as an incentive for some students to submit work not wholly their own, an academic expert says.

Dr Gillian Mooney, Dean: Academic Support and Development at The Independent Institute of Education, SA’s largest and most accredited private higher education provider, says there are three types of academic dishonesty - or not doing the right thing - at university.

“These include cheating, plagiarism, and referencing issues,” she says.

CHEATING: Collaborating on assignments with others when you were tasked to do the work on your own, copying work or ideas from other students, helping someone cheat by sharing your work with them, downloading questions or assignments from the internet, and paying someone to complete your coursework, are examples of cheating, says Dr Mooney.

“The increase in online assessments certainly brought this to the fore during the 2020 pandemic. However, cheating websites have been around for years. The reality is that people try to make money off doing work for students, but students should not be tempted to use these sites,” she says.

PLAGIARISM: Paraphrasing, i.e. using key points from different sources and rewriting them as if they are your own, copying and pasting pieces of different text to create a new text, rewording or changing some words in sourced material, obscure sourcing to hide the actual source material, and weak citation, and therefore not properly acknowledging that this work was sourced from elsewhere, are examples of plagiarism, Dr Mooney explains.

REFERENCING: Proper referencing is very important and requires of students to consistently use the same referencing format, adhere to technical correctness and follow academic conventions, and ensure references in the text match up with the bibliography/reference list. “Proper referencing is very important because students join an academic community and they need to learn the rules of that community. It is therefore worth the effort to focus on getting your referencing on point right from the start,” says Dr Mooney.

“Students should ensure they have a good understanding of what constitutes academic integrity so that they don’t inadvertently submit questionable work,” she explains.

“Additionally, it must be understood that plagiarism is not a victimless crime and that the most likely victims will be the plagiarising students themselves – whether the impact is immediate in terms of sanction by their institution, or delayed as they enter the workplace unprepared. However, the most important consequence is for the person who engages in academic dishonesty. It really means engaging in unethical behaviour. The question is would you steal a cellphone? Would you cheat on your partner? The point is that academic honesty needs to be part of your everyday engagement with the world. Furthermore, the credibility of their qualification could be jeopardised if their institution gains a reputation for being lax in enforcing academic integrity policies.”

Any institution, whether public university or private higher education institution, has a duty towards their students to protect the credibility of their qualifications and the reputation of the institution, which is why it is of the utmost importance that institutions serious about this duty have clear policies and consequences – vigilantly enforced – regarding academic integrity.

“Intellectual integrity requires of students to at all times appropriately acknowledge the ideas and creations that influenced their work. It’s not only about integrity, but also about demonstrating that you are able to critically consider and engage with the thoughts, ideas, and creations of other people while developing your own.

“It’s about learning new skills and showing that you are ethical. Students may feel reluctant to steal a cellphone, and this reluctance should equally manifest in an unwillingness to steal the work of others. It really is a question of ethics – and being known to be ethical.”

All students want future employers to consider their qualification in a serious light, which means they will be acting in their own self-interest by protecting the credibility of their qualification and their institution by not resorting to plagiarism.

“If employers know that a qualification was gained through hard work only, from an institution that demands the highest degree of intellectual integrity from their students, these graduates will already have an advantage in the jobs marketplace.”

Students who are struggling should rather approach their institution’s support offices timeously, and get the assistance and support they need.

“And if you did make a wrong move, and would rather get back on an honest study track, you can work with your institution to resolve the matter. If you’ve made a mistake, taking responsibility for your actions is an act of empowerment, and will ensure you can continue on your academic journey with a clean slate and your head held high.”

Watch: Upbeat Trading Statement

tthomas@advtech.co.za (Tamara Thomas) — Wed, 16 Mar 2022 08:56:09 GMT

ADvTECH issues upbeat trading update

srousseau@advtech.co.za (Susan Rousseau) — Tue, 15 Mar 2022 07:48:52 GMT

ADvTECH, Africa’s leading private education provider, today released a positive trading update for the year ended 31 December 2021.

ADvTECH expects normalised earnings to be between 32% and 37% higher, headline earnings to be between 30% and 35% higher and earnings per share to be between 41% and 46% higher against the comparative reporting period.

ADvTECH CEO, Roy Douglas, said: “This reflects the quality of the business. ADvTECH is well structured, clear in its objectives and the group remains well positioned to continue to deliver sustainable earnings growth in line with shareholders expectations.”

For the full trading update click here . ADvTECH expects to release results for the year ended 31 December 2021 on Monday, 28 March 2022.

ABOUT ADvTECH

- ENDS -

For further information on the results go to www.advtech.co.za

Graeme Coetzee 063 685 6053

Sihle Nkatsha 071 492 8868

SENS Announcement | 15 March 2022

srousseau@advtech.co.za (Susan Rousseau) — Tue, 15 Mar 2022 07:48:25 GMT

ADvTECH Trading Statement | 15 March 2022

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the group”)

TRADING STATEMENT FOR YEAR ENDED 31 DECEMBER 2021

In terms of the Listings Requirements of the JSE Limited, an issuer is required to publish a trading statement as soon as it becomes reasonably certain that the financial results for the next reporting period will show a 20% or more difference from that of the previous corresponding period.

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

NEPS for the year ended 31 December 2021 is expected to be between 32% and 37% higher than the comparative reporting period for the year ended 31 December 2021 ("the comparative period") or between 119.1 and 123.6 cents per share as compared to 90.2 cents per share (restated from 89.8 cents per share) in the comparative period.

Headline earnings per share is expected to be between 30% and 35% higher than the comparative period or between 119.1 and 123.7 cents per share as compared to 91.6 cents per share (restated from 91.2 cents per share) in the comparative period.

Earnings per share ("EPS") for the year ended 31 December 2021 is expected to be between 41% and 46% higher than the comparative period or between 120.6 and 124.8 cents per share as compared to 85.5 cents per share (restated from 85.1 cents per share) for the comparative period.

Shares held within the group for the management share incentive scheme were not classified as treasury shares in the comparative period. In terms of IFRS, the restrictions and vesting conditions applicable to these shares require them to be classified as treasury shares. This resulted in a change to the prior year weighted average number of shares used for the purpose of calculating earnings per share. There were no changes to the earnings for the comparative period.

Based on the previously published NEPS of 89.8 cents per share for the comparative period, ADvTECH expects an increase of between 32% and 37% in NEPS. Based on the previously published HEPS of 91.2 cents per share for the comparative period, an increase of between 30% and 35% is expected. Based on the previously published EPS of 85.1 cents per share for the comparative period, ADvTECH expects an increase of between 41% and 46% in EPS.

The group continues to benefit from strategic initiatives implemented to improve overall performance, including:

restructuring and rationalisation;
efficiency improvement activities;
delivery of quality offerings to clearly defined, relevant market segments; and
providing superior support and delivery methods.

The group is happy to report that the performance during the year ended 31 December 2021 has delivered an increase in operating profit across all three divisions. The education divisions (schools and tertiary) have benefited from good enrolment growth and cost controls, together with improved collections of trade receivables. Our schools in rest of Africa as well as resourcing in South Africa, which were severely impacted by the economic effects of the COVID-19 pandemic in the corresponding prior period, have also returned to profitability.

Resourcing in the rest of Africa continued to deliver a strong performance.

In addition, net financing costs have decreased due to the reduction in net borrowings together with the benefit of lower interest rates.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the year ended 31 December 2021 on the JSE’s Stock Exchange News Service on or about Monday, 28 March 2022.

15 March 2022

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

How to evaluate the quality of a school's EdTech offering

srousseau@advtech.co.za (Susan Rousseau) — Thu, 10 Mar 2022 09:47:23 GMT

March 2022

As more and more South African schools work towards improving their tech offering in response to the need to prepare students for the future of work, parents should ensure they get a solid understanding of what is required from a high quality, holistic EdTech programme, an academic education expert says.

“While we may realise the importance of preparing children to navigate their future digital world, understanding what factors inform a programme which is based on academic excellence, and which incorporates the newest technologies while also focusing on digital citizenship, is crucial. Parents therefore need to view their school’s offering and promise of digital skills with a discerning eye,” says Nadia Dal Lago Nell, Academic Advisor: EdTech and Innovation (Schools Division) at ADvTECH, Africa’s largest private education provider.

Nell says it is very important for schools to seek to provide an enhanced educational journey by investing in their students through the integration of technology into the curriculum, as opposed to tech being a standalone educational unit.

“The result of technological integration into the curriculum is a more efficient and engaging educational experience. The need for digital literacy and the discerning use of technology by students is essential for them to continue to advance in their education and be equipped with relevant skills for their future workplace,” she says.

Schools which can give students the educational edge will have several of the following on offer: programmable robots, interactive coding platforms, Minecraft, 3D printers, iPads, laser cutters and even indoor drones.

“Ideally, schools should have dedicated EdTech spaces designed to suit their unique approach to technology and incorporate a variety of devices with a strong emphasis on collaboration. A practical EdTech Framework should also be central to the technology foundation that students are guided through.”

One question to ask your child’s prospective school, is whether they are aligned with ISTE standards, advises Nell.

ISTE (The International Society for Technology in Education) standards have been formulated by the world’s foremost organisation in teaching technology in the classroom, and comprise the following principles: The Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator.

“An EdTech focused school will introduce the elements of the framework in their context as early as Grade 000 and follow through with this focus until the end of Grade 9, whereafter students will be well-versed in real-world tech-proficiencies. Some schools take this a step further and offer tech-based extracurricular activities, including for instance Robotics clubs.”

Nell says EdTech lessons equip students with future focused, transferable global skills that are necessary for success in all areas of life.

“The central skills here are creativity and problem solving which are taught through open-ended activities and emphasising the possibility of multiple solutions for any given problem. This provides students with a space for both collaboration and individual growth.”

An additional element of the EdTech Framework is Digital Citizenship.

“This engages students and shows them how to connect with one another, in an empathetic and safe way through digital tools, platforms and devices. Negative digital habits such as cyberbullying, irresponsible social media usage and unsafe use of the Internet are explained and strongly discouraged.

“Students’ safety, growth and well-being when exploring the world of technology must be emphasised at all times. Fortunately, most of the requirements to be a good Digital Citizen can be taught in the classroom and reinforced at home. Digital Citizenship is intended to give students a clear understanding of the interconnection between tech-life and real-life citizenship skills with the aim of creating knowledgeable, responsible, and mindful online interaction. A sound and well thought-out EdTech programme will prepare a student to face the digital world of tomorrow.”

ADvTECH Digital Journey – The goal is uninterrupted learning

srousseau@advtech.co.za (Susan Rousseau) — Thu, 10 Mar 2022 09:27:32 GMT

ADvTECH's partnership with Microsoft ensures uninterrupted learning

As we reflect over the last 2 years and the Covid-19 pandemic, it is surreal to see how far we have come and how resilient we have become. It is perhaps even stranger to suggest that the Covid-19 pandemic has become the catalyst to even better teacher and student engagement and innovation.

To read more about our partnership with Microsoft (and to watch a video that gives more information about the engagement), please click here...

Laying the foundation for academic success from Year 1

srousseau@advtech.co.za (Susan Rousseau) — Thu, 03 Mar 2022 19:07:29 GMT

MARCH 2022

Building the foundations for future academic success must start from when a child enters school for the first time, and the focus must be on cultivating a love of learning. Parents have an important role to play in the early years, in terms of developing the framework for a child’s educational journey.

Jenny Coetzee, Managing Director at Crawford International Kenya, a brand of ADvTECH, Africa’s largest private education provider, says one of the most important ways in which a love of learning can be established early in a child’s life, is to help the child navigate this new environment with humour and enthusiasm, to ensure the process of learning and discovery creates positive associations in the brain, rather than feelings of anxiety and despondency.

She says during the early years, homework is relatively limited, but ‘after school work’ is still important in terms of establishing good routines for the future.

“Whether at home or at boarding school students must be encouraged to put aside some time every day to focus on and master the day’s activities. At home, parents can assist this process by talking over what was done in school during the day and reading together, for instance.

“In this way, young children will start getting into a natural routine of building upon what they’ve learned. By making this a fun and enjoyable experience, and a positive family interaction, they will also start to associate learning with empowerment, which will pay dividends down the line when the workload does start to grow.”

Angelica Ouya, Education Director at the Makini Group of Schools, sister school of Crawford, says that in addition to setting up a daily ‘connection’ routine with positive associations right from the start, parents should also help their children build the skills which will be required from them later in their school careers.

These include:

HEALTHY ROUTINES

Children need a healthy diet, plenty of sleep and exercise. Unhealthy habits and routines can manifest in a child’s general disposition and academic engagement, so establishing good habits – including limiting screentime – is key.

RESILIENCE

Help your child keep a balance and put things into context. Sometimes small things going wrong can have a big impact, especially on sensitive children, so young children need to understand that just because they haven’t yet mastered something, this doesn’t mean they can’t. Help them by emphasising the word ‘yet’ – ‘I haven’t mastered this YET, but I will keep trying and then I will’.

STAYING POSITIVE

While it is normal for parents to feel a little competitive and compare their child’s progress to others, this instinct should be kept in check. Children can very quickly sense if parents feel they are not measuring up to their peers, and this can kickstart a downward spiral in terms of motivation and belief in self. The early years is a developmental stage, and a time for students to explore, discover and hone their skills. Mastering a skill may take many attempts and parents should afford their children the time and space to do so. Therefore, don’t let the child feel their school performance is the be all and end all. It’s okay to not get a perfect score on every spelling quiz, and to focus on mastery rather than performance.

LEARNING STYLES

If you see your child struggling, it is worth speaking to their teacher or a counsellor to determine whether they perhaps have a unique learning style or special needs which require additional support. There are many different approaches to learning and finding those that work for your child will work wonders on their learning journey. Additionally, it might be that the environment is not right for your child, which is why it is important to find a school that is a right fit. It is therefore vital for parents to do thorough research when choosing a school, by talking to other parents, visiting the school, finding out what their approach entails, and how they will enable your child’s success. And if your child experiences anxiety, it is essential to engage directly with the teachers and school leadership teams to consider supportive interventions – prior to moving environments.

For more information or to register for upcoming webinars introducing the new offering, visit www.makinischool.ac.ke .

For more information about Cambridge International School Kenya, visit www.crawfordinternationalschool.com .

For a postgraduate study journey that’s as unique as you are, choose IIE MSA

srousseau@advtech.co.za (Susan Rousseau) — Tue, 01 Mar 2022 10:29:15 GMT

By Alex Asakitikpi, School of Social Science Head at IIE MSA

There is a common misconception amongst students that there is only one post-graduate path they can follow to achieve their career goals and dreams. The truth, however, is that while the traditional ‘undergraduate – honours – masters – doctorate’ path is a tried and tested way, this is just one of the approaches to achieving high employability status. In fact, your postgraduate journey can, and should be as unique as you are. At IIE MSA a leading educational brand of The Independent Institution of Education the largest private higher education service provider in South Africa, we firmly believe in giving our students the opportunities they need to tailor their post-graduate studies to their exact needs, study preferences, and career aspirations.

That’s why we offer a range of world-class IIE postgraduate study options that are structured to allow you to comfortably fit learning into your busy life. The options are also designed to expand your theoretical knowledge and insight, deepen your global perspective, and set you up for the success you deserve.

An excellent example of this customised postgraduate knowledge expansion journey is the selection of IIE Postgraduate Diplomas . These in-depth postgraduate qualifications are specifically structured with the time constraints of busy professionals in mind, and allow you to study full or part-time, depending on your employment situation. They are highly specialised and fully accredited by the South African Council on Higher Education. The modules have been crafted to expand your theoretical knowledge as well as your practical skills in very specific, and highly sought-after fields, including water management, public health, finance, accounting, corporate governance, internal auditing and business leadership.

For example, the IIE Postgraduate Diploma in Water Management is a two-year qualification that’s designed to equip students to become highly effective managers with a full understanding of the world’s complex water challenges, and the insights to lead their organisations and government to develop and deliver practical solutions to most water and sanitation problems. In a water-stressed country like South Africa, this qualification is a career changer that can open opportunities in various water fields, from river basin management, groundwater management, water supply and sanitation to water resource planning, water resource economics and water treatment.

The IIE Postgraduate Diploma in Public Health is another avenue that is open to IIE MSA students who want to unlock the door to rewarding and meaningful careers. It offers a contextualised and highly relevant platform to acquire or enhance knowledge and skills related to all-important public health service delivery systems.

While the IIE Postgraduate Diplomas are not intended to replace an honours degree, they offer a valuable alternative for anyone who wants to enhance their expertise, and employability, in a specific field. Many graduates holding these IIE Postgraduate Diploma qualifications have found themselves able to access promotion opportunities because of the qualifications they have acquired. They are also excellent postgraduate alternatives for students who want to balance their personal and work life with education. For those who wish to specialise in the finance and accounting fields, it is useful to consider completing the full-time programmes of IIE Postgraduate Diploma in Accounting or the IIE Postgraduate Diploma in Finance and Accounting . For students who wish to specialise in the sought-after internal auditing field, study a part-time IIE Postgraduate Diploma in Internal Auditing offered at IIEMSA

In addition to the above, IIE MSA also offers various other IIE postgraduate options especially for those who want to build on their undergraduate studies with a formal IIE Honours degree . Most of these are full-time postgraduate degree courses with significant supervised research components. The five IIE Honours Degree courses offered at IIE MSA in Computer and Information Sciences, Social Science, Business Science, Public Health and Economics, are the ideal pathways for sound theoretical and practical knowledge that is recognised, and which give students a competitive advantage in local and global job markets.

For those who have already acquired their honour’s degree, IIE MSA also offers a selection of accredited IIE Master’s Degrees designed specifically to further hone their specialist skills and develop in-depth and advanced knowledge across a range of disciplines. The two IIE Master of Philosophy degrees , in Arts and in Integrated Water Management, have been crafted to educate and train IIE graduates to become accomplished researchers who can contribute to the advancement of knowledge in a specific field. These qualifications are also a proven way of gaining access to advanced, specialised, and professional employment opportunities. The IIE Master of Philosophy (MPhil) curricula are heavily biased towards research, and students are assigned to accomplished researchers who assist them throughout the intensive process of researching their chosen topic and guiding their thesis to completion.

The process not only results in a highly regarded IIE postgraduate qualification, but also serves to build skills like critical thinking, problem solving, statistics and data management, knowledge transfer and effective leadership – all of which significantly enhance the employability of IIE Master’s degree graduates.

Another two master’s degree options offered at IIE MSA are the IIE Master of Business Administration (MBA) qualification and the IIE Master of International Business (MIB). The MBA prepares working professionals to be leaders, to understand universal business problems and challenges in the South African and global context and to apply best practices and management styles. MBA programmes are typically designed to provide a high level of theoretical engagement, intellectual independence and the ability to resolve complex business problems in an innovative way. The MIB, is a specialised degree that will enable you to transform from a traditional business manager into a global business leader who understands the complexity of managing in a global society. This qualification specifically focuses on strategic planning for international operations and provides an in-depth understanding of the organisational capabilities required for international operations, including specialised functions such as international marketing, finance, economics and trade law. The degree includes classes that address topics such as imports and exports and intercultural communication against the background of changes brought about by the fourth industrial revolution.

Unlike the research-focused MPhil degrees, the IIE MBA and IIE MIB are professional degrees that have been specifically engineered to provide students with a high level of theoretical and intellectual depth that are required to solve complex business problems. A graduate holding the IIE MBA or IIE MIB qualification is equipped to lead organisations or business divisions through the application of global best practices and proven management styles. The IIE curriculum includes a unique “Innovation Research Project”, that requires students to apply their theoretical knowledge to research and deliver innovative strategic solutions to a complex business challenge or issue. IIE MBA and IIE MIB graduates have gone on to hold various executive leadership positions in local and global organisations, including serving as directors, CEOs, and senior functional specialists.

Registration at IIE MSA for 2022 is now open. Visit www.iiemsa.co.za to find out more about the IIE programmes offered. While you’re there, click on the ‘Enquire’ link to arrange a no obligation consultation with one of our student advisors. Alternatively email us at enquiries@iiemsa.co.za or call us on +27 11 950 4000.

The IIE’s Bachelor of Social Science opens doors to a diverse career path

srousseau@advtech.co.za (Susan Rousseau) — Tue, 01 Mar 2022 10:23:57 GMT

IIE MSA, a brand of The Independent Institute of Education, South Africa’s leading private higher education service provider offers the IIE Bachelor of Social Science, which opens an attractive range of career options. Consequently, it is ideal for any school leaver who might not yet have identified a precise career path.

Social science degrees are highly sought after due to the discipline’s key role in today’s globalised society. Notwithstanding the subject’s popularity, social science graduates remain in demand in South Africa and around the world. Head of IIE MSA’s School of Social Sciences, Dr Alex Asakitikpi, attributes this demand to the unique skills set students acquire during the three-year IIE degree programme. He observed that “the course requires students to work with both quantitative and qualitative data, and to understand the insights that both can provide. Equipped with these highly transferable skills set, a holistic mentality, and a genuine interest in societal issues, social science graduates become analytical, innovative and flexible thinkers.” Also, the Programme Manager, Dr Rika Swanzen, describes the attributes commonly acquired by students studying social sciences as “being able to analyse complex problems, explore and assess different solutions, and communicate their findings effectively”.

Social science is an umbrella term for many different and exciting IIE study areas offered at IIE MSA, from which students may choose one of the following core discipline combinations: Communication & Media studies and Journalism; International Studies and Political Studies; Geography & Environmental Science and Development Studies; Psychology and Criminology & Criminal Justice; Criminology & Criminal Justice and Sociology; or Psychology and Sociology

Where do social science practitioners fit in?

Just as the physical sciences aim to describe and comprehend the natural world, social scientists strive to understand, analyse, describe, and explain the human world and our place within it. For example, the IIE Bachelor of Social Science is designed to help students make sense of a rapidly changing global culture. IIE graduates are equally relevant in the professional world of work and the world of knowledge.

“The programme introduces students to a range of study areas in the humanities and social sciences. These are structured to enable students to develop the skills needed to contribute to the social and cultural fabric of the community and to become truly global citizens. Students can anticipate plenty of reading, debating, examining, and discussing issues, learning to carefully build arguments and propositions, to think independently and to develop new ways of approaching problems. The topics studied are constantly evolving, and students are therefore well placed to understand what make individuals and society ‘tick’ and equipped to discuss these issues in a sophisticated manner.” explains Dr Asakitikpi.

With the skills and knowledge developed through their social science degree, graduates are equipped to apply for positions in a diverse range of fields. These include public relations, counselling and psychological services (with further postgraduate studies), journalism and publishing, training and development, administrative positions in public or civil services, diplomacy, public policy makers, community service and social welfare.

“The IIE Bachelor of Social Science degree opens up an attractive range of career options. With skills in communication, analytical thinking and flexibility, students emerge equipped to move into a multiplicity of roles,” says Dr Swanzen.

This IIE qualification is accredited by the Council on Higher Education (CHE) and South African Qualification Authority (SAQA) framework as an NQF Level 7 qualification: SAQA ID 90905.

Registration at IIE MSA for 2022 is open. Visit https://www.iiemsa.co.za/registration/ for more information or to apply online.

Take the first step towards your IT degree, with an IIE Higher Certificate in Mobile Application and Web Development offered at IIE MSA

srousseau@advtech.co.za (Susan Rousseau) — Tue, 01 Mar 2022 10:20:40 GMT

February 2022 – Over the past few years, the speed with which our world has been digitising has been nothing short of eye-watering. This digitisation trend began long before the pandemic and global lockdown responses, but they have certainly served to significantly accelerate it. And as the ways people work, live, play and shop have digitally evolved, the number of opportunities for global careers in information technology (IT) have exploded.

In response to the growing demand for IT professionals, The IIE developed its Higher Certificate in Mobile Application and Web Development.

According to Neil Manson, Head of the IIE MSA School of Engineering, ICT, Science and Health, the IIE Higher Certificate in Mobile Application and Web Development has been designed to provide students with introductory knowledge and practical skills in mobile application and web development that can help them access employment opportunities in these in-demand fields. “When the IIE was putting this Higher Certificate in Mobile Application and Web Development together, we consulted extensively with businesses involved in the mobile application and web development industry,” Manson says, “so IIE graduates who hold the one-year qualification can be confident that the knowledge and skills they acquire will stand them in good stead when applying for jobs in the industry.”

But Manson emphasises that the course is not just for job hunters; it’s also an effective way of preparing to succeed, and excel, in a full undergraduate IT degree course. “This one-year, intensive, certificate course is not only an ideal introduction to mobile application and web development for anyone interested in these exciting, opportunity rich IT fields,” he says, “it is also an excellent steppingstone into a fully-fledged technology degree, like the sought-after IIE Bachelor of Computer and Information Sciences degree, with the option of two study areas, namely the Applications Development and Networks stream and the Business Systems stream. Alternatively, holders of the qualification could go on to complete the popular IIE Diploma in Information Technology in Software Development

The NQF level 5 IIE Higher Certificate in Mobile Application and Web Development offered at IIE MSA is structured in accordance with HEQSF guidelines and provides students with the knowledge, skills, and applied competencies they need to be employed in the IT industry, or to become an IT entrepreneur with a focus on building mobile apps and websites.

The IIE qualification is open to applications from learners who have obtained a National Senior Certificate and who want to pursue an IT career, but who may not have qualified to register for a degree programme, or who prefer to first set a solid foundation of knowledge and practical skills before pursuing their degree.

The IIE Higher Certificate in Mobile Application and Web Development comprises eight modules over the course of two semesters. The modules are a balanced blend of technical and theoretical information and practical hands-on skills development. They range from introductions to digital and academic literacies, mobile application development and quantitative thinking to mobile app scripting, programming logic, UI and UX design and web development. The course also includes a valuable Work Integrated Learning component, which provides an opportunity for students to apply their knowledge and use their skills in practice.

Those who graduate from the certificate course, but who choose not to further their studies towards a degree, could use the qualification to seek various junior tech positions in fields ranging from web- and web content development to server-side or client-facing mobile app development.

The IIE Higher Certificate in Mobile Application and Web Development is offered at the state-of-the-art IIE MSA campus in Ruimsig near Johannesburg. This means that students not only receive world-class education from IIE MSA’s leading academics and subject matter experts, but they also have access to the full spectrum of IIE MSA’s on-campus facilities. These range from a state-of-the-art library and extensive extra-curricular sports and cultural facilities to a fully equipped fitness and wellness centre. IIE MSA also offers safe and comfortable student residences to full-time students, for a warm and welcoming home-away-from-home experience while studying.

If you are ready to make your dreams of an IT career a reality, visit www.iiemsa.co.za to find out more about the IIE Higher Certificate in Mobile Application and Web Development . While you’re there, click on the ‘Enquire’ link to arrange a no obligation consultation with one of our student advisors. Alternatively email us at enquiries@iiemsa.co. za or call us on +27 11 950 4009.

The IIE Bachelor of Public Health Degree a scarce and unique tertiary programme in SA

srousseau@advtech.co.za (Susan Rousseau) — Tue, 01 Mar 2022 10:17:09 GMT

The COVID-19 pandemic has resulted in unprecedented challenges to health and health systems worldwide. The pandemic has, however, highlighted the growing demand for and importance of qualified public health professionals and public health graduates. Public health as a discipline has proven critical to limiting and reducing the transmission of COVID-19 and deaths. In addition, the continuous emergence of new public health and health system challenges increases the demand for more qualified public health professionals, especially at an undergraduate level.

“In most countries, including African countries, government directions for public health programmes are geared towards preventative healthcare in a community setting rather than hospitals in order to deal with the rising health costs caused by the increase in chronic health conditions, co-morbidities and other preventable lifestyle diseases. Government and non-government organisations are therefore in constant need of public health professionals and graduates who are qualified to deal with disease prevention, including health promotion, rather than focussing on a curative and more expensive health model. A public health system oriented toward prevention and proactive measures will be best equipped to encounter a pandemic and respond to other ongoing health challenges”. says Dr Witthuhn, Programme Manager for Health at IIE MSA.

The IIE Bachelor of Public Health qualification differs from a medical or healthcare degree by focusing to a large extent on the detection, surveillance and prevention of disease. The objective of the field or discipline is to reach populations and communities and to detect and prevent health problems before they start, rather than waiting to work with people once they are already sick. The public health approach is therefore based on a preventative health model rather than a curative health model.

The IIE Bachelor of Public Health undergraduate degree combines different academic areas to allow for a multidisciplinary approach to the health care field. The offering covers the population, community, health and wellness aspects in modules such as Foundations of Public Health, Health and Social Care systems, Health Promotion, Global and Local Health Challenges, Culture Society and Health, Health Programme Planning, Health Programme Evaluation, Health Policy and Politics, and Research Methods in the Health Sciences. The undergraduate qualification also covers the more scientific basis of healthcare in a few of the modules such as Biological Bases of Health and Disease I and II, Analysing Patterns of Health and Disease, Treatment and Technologies, and Disease Prevention and Control.

The public health field is a unique area of study providing many professional job opportunities and IIE MSA is one of the few campuses in South Africa to offer it as a field of study as a separate offering to medicine. Employment opportunities include sectors such as government, the private sector, NGOs, Research institutions as well as international healthcare organisations such as the World Health Organisation. It consequently offers almost limitless employment opportunities as well as opportunities for professional specialisation.

Health is important to people and consequently public health is essential to our individual and community well-being, explains IIE MSA Head of School Neil Manson. “A career in public health is highly rewarding as it implies being party to improving people’s lives every day. And the course provides students with a perspective which broadens public health thinking beyond just the individual and why they might make certain health choices, to the wider environment. Students are armed to consider policy related solutions that can be put in place to help people make healthier decisions. Public health problems are so complex and involve people in medicine, nursing, sociology, communications, environmental health, making it a great way to solve problems.”

Manson notes that job market growth in the health, local government, and workplace and education sectors continues unabated. Programme Manager, Dr Jackie Witthuhn, agrees the need for public health workers in every sector is likely to grow in the foreseeable future. “With most of our IIE graduates finding job prospects directly after study, the unemployment rate for public health professionals remains minimal. The practical placement module in the third year of study allows for students to work at various institutions and organisations including government settings such as clinics and hospitals. We further see a growing awareness of this more preventative approach to public health and fully expect graduates of our programmes to be in higher demand. There is a strong demand for multi-skilled public health programme managers, public health policy advocates and for prevention and health promotion workers.

Public Health careers in the public, private, or non-profit sectors include for example:

· Public health programme management

· Development, planning, implementation and evaluation of public health programmes

· Community health work

· Identifying determinants of public health problems by using data and evidence

· Disease prevention and control

· Biostatistics (at entry level)

· Health promotion and health education

· Epidemiology (at entry level)

· Public Health Research Officer

IIE MSA also offers an IIE Honours (with a specific focus on Research, Epidemiology, Biostatistics and Behavioural Medicine) as well as a IIE Postgraduate Diploma in Public Health qualifications (focussing on Health Policy, Management, Leadership and Governance, Epidemiology, HIV and Co-Morbidities, Health Systems Research, Managing Health Systems, Population Health, Planning and Evaluation of Public Health Programmes) as a progression from the Bachelor programme.

This IIE Bachelor of Public Health degree is accredited by the CHE. Registration: NQF Level 7, SAQA ID 91996.

Applications for the IIE Bachelor of Public Health are open and classes start on 28 February 2022. Find more about the public health qualifications on our site by visiting www.iiemsa.co.za to request a consultation with one of our student advisors. Alternatively email us at enquiries@iiemsa.co.za or call us on +27 11 950 4009. 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.

The ADvTECH Group (including The IIE) Achieves Productivity Gains After Adopting Adobe Sign

srousseau@advtech.co.za (Susan Rousseau) — Wed, 23 Feb 2022 08:45:57 GMT

Read the Adobe Sign case study...

The ADvTECH Group, Africa's largest private education provider and a leader in quality education, needed to upgrade its digital signing process with an improved product that would help it save time and be more efficient.

The Group, which included The Independent Institute of Education (The IIE), South Africa's largest and most accredited private higher education provider organisation, had already been using an e-signature solution for two years. However, the incumbent product had glaring technical shortfalls that slowed down The IIE's processes.

Although The IIE was already ahead of some of its peers by using electronic signatures, it still sought to find a new solution. After a consultation with Learning Curve's product team, The IIE conducted an evaluation of Adobe Sign as a replacement. It found the digital solutions it was seeking with Adobe Sign's features and ease of integration.

For more information on how the adoption process proceeded, please download the full case study below...

IIE MSA campus launches state of the art engineering laboratories

srousseau@advtech.co.za (Susan Rousseau) — Thu, 03 Feb 2022 17:38:36 GMT

Engineering students are required to design, analyse, and test their creations – now IIE MSA engineering students can do so with the latest technology at its three new high-tech labs fitted with 2022-era digital technology.

The emphasis on laboratories has increased manifold over the years in the modern engineering curriculum. This increased reliance on laboratory work in the curriculum and teaching methods mean academic institutions require the latest labs. In addition, lab equipment must not be outdated by the standards of today’s fast-paced and innovative technologies.

Working in a lab is the first hands-on experience that an engineering student gets in their career. The number of successful practical applications carried out by students in engineering labs helps them become more confident about their knowledge and skills.

IIE MSA is an educational brand of The Independent Institute of Education, the largest private higher education institution. Wihann van Reenen, IIE MSA Programme Manager: Engineering, explains that its newest engineering laboratories are equipped with the latest technological advances in the respective fields of engineering. “This allows students to be acquainted with current digital technologies instead of outdated ones – a distinct advantage when it comes to entering the workforce. Wihann van Reenen, IIE MSA Programme Manager: Engineering, explains that its newest engineering laboratories are equipped with the latest technological advances in the respective fields of engineering. “This allows students to be acquainted with current digital technologies instead of outdated ones – a distinct advantage when it comes to entering the workforce.

The Head of School for IIE MSA Engineering, ICT, Science & Health, Neil Manson believes that as 4IR and automation become more prevalent, engineers are a critical driving force of the global economy, even in South Africa. He says, “We need more engineers. For the student, the objective of having an engineering laboratory is to ‘practice by doing’. Laboratory courses help them gain insight and understanding of the real world which they learn by a shift from textbook learning to assimilating that learning through observation and doing. However, there’s little point in doing this with outdated technology, as those students will not be acquainted with it in their first work experience.”

The Engineering degrees offered at IIE MSA are endorsed by the Engineering Council of South Africa (ECSA), the IIE Bachelor of Engineering in Electrical and Electronic Engineering and the IIE Bachelor of Engineering in Mechanical Engineering.

“A lab holds critical importance in training engineers. In technical subjects, students would far rather practically apply data in the lab than sit in a lecture hall hearing pure theory. Together with all necessary computers and additional equipment, we can offer our students more modern machinery within our smaller, more intimate classes and remarkable one-on-one supervision,” Mason adds.

“Students will use this facility during class-based demonstrations and experiments and will also have the opportunity to use the equipment for individual and group-based exploration during their design and research projects. Our new facilities will cater for the set work practicums of the IIE accredited courses,” adds van Reenen.

IIE MSA opened a Physics Lab on campus in 2020 and began designing a multimillion-rand of fully-fledged and equipped labs in July 2021. One facility is a general use electronics laboratory for the Electrical and Electronic Engineering programme; one a chemistry laboratory; and the third a mechanical engineering laboratory that caters for all the major testing required of the course – fluid dynamics, thermo dynamics, and strength of materials testing. In addition to the imported engineering equipment, a computer lab with high-spec computers has been created for the Engineering students.

“Whereas many lab facilities offer analogue equipment, ours will be digital and ‘smart’ wireless technology facilitating links to various required apps, phones and PCs. This technology, in turn, replicates what our first tranche of graduates will likely work with within the private sector. The students are the ultimate winners, as our small-class personal attention philosophy is now extended to the practicums while enabling improved scheduling and significant time-saving. “Being in a lab is the most fun a student can have - as they get to play around with concepts, they’ve previously only learned the theory of,” says van Reenen.

2022 applications are open at IIE MSA for all Independent Institute of Education programmes and for the Bachelor of Engineering in Electrical and Electronic Engineering and Bachelor of Engineering in Mechanical Engineering - classes start on 28 February 2022

This article first appeared in Construction World on 2 February 2022

Mainstreaming online schools with government support

tthomas@advtech.co.za (Tamara Thomas) — Wed, 26 Jan 2022 10:36:58 GMT

ADvTECH, South Africa’s leading private education provider, says it supports government’s intentions to create the conditions to regulate and quality assure the establishment and maintenance of online schools in South Africa, and looks forward to working with relevant authorities to ensure measures introduced will lead to an improved and quality educational experience for all online students.

“In the last few years, the online school offering in South Africa has grown significantly. This continues to be the case, with an even greater increase in new online schools in the wake of the introduction of pandemic response measures in 2020,” says Chaile Makaleng: Head of Schools Compliance and Regulation at the ADvTECH Group.

The ADvTECH Group has 108 schools across South Africa and the rest of Africa. It has more than 33 900 students attending 9 brands, including Crawford International, Trinityhouse, Pinnacle Colleges, Abbotts College, Junior Colleges, The Bridge Assisted Learning School and Evolve Online School, its online school.

“While it is fairly easy for parents to assess the legitimacy of a physical school and escalate problems where they happen, this has not been the case with online schooling resulting in the risk of families being misled by ostensibly exciting novel offerings, which are not built on the foundation of excellence and integrity that all students deserve,” Makaleng says

“Education is too important not to safeguard learners against opportunistic operators.”

Makaleng says when evaluating the merits of an online school, parents should take into account the same considerations they would if they chose an in-person learning institution. Of course, parents must ensure that the school is able to technologically rise to the challenge, but old-school considerations should still factor into the decision.

“New online schools do not have a track record, and parents must therefore look for other indicators of what performance is likely to be. A school that is part of a network – especially one whose schools were able to continue offering the highest quality of academic excellence during lockdown – is easier to assess, as the success of other schools in the group should be replicable in the online environment.

“Another important thing to check is whether this is a school that can and will make arrangements for formal assessments in the final years and how these results will then lead to or hinder access to post schooling opportunities. There are online offerings that are curricula only that are used for instance by home schoolers, and then there are online schools that provide clear leadership on this liaison for you for school leavers. Families need to understand which ones they are accessing. Before the regulations are finalised, this remains a difficult area to navigate – for both the online schools and the families.”

Makaleng says the Department of Basic Education (DBE)’s framework for virtual schools, proposed by government, should also assist in addressing concerns around so-called fly-by night schools and online schools that are not able to deliver on a quality education.

“Although in its initial stages, we appreciate the DBE’s long awaited regulatory support for a rapidly growing alternative to institutional types of teaching and learning in this country. We therefore urge the department to move with speed to ensure the requisite regulatory certainty regarding the establishment and maintenance of online schools.”

Some of the issues that now need to be addressed include the following, Makaleng says:

The process and timing for moving from guidelines that are out for comment to regulations and even legislation.
Details related to how registration, reporting and quality assurance like accreditation will happen, and this includes the roles of provincial and district offices when these schools are not really “located” in districts.
The link between these schools and higher education in SA.
Clarity about the impact on home schoolers and their support centres, and those families who still opt to remain outside of formal school-based education (online or physical) will be impacted.

“Given that many online schools follow international curricula leading to international examinations and certification, there should be measures in place to monitor the integrity of the type of curriculum that is offered by providers, to ensure unsuspecting parents and students are not left with certification not recognised in our higher education system,” Makaleng says.

“On the other hand, with regards to CAPS alignment and mapping, online schools should be expected to meet the key curriculum outcomes and it is not yet clear how this will be monitored by Umalusi and others in the context of the rights and responsibilities of independent schools.”

Students must also be able to move between online and in-person schools, and between home-based education and formal schools of both types, without being negatively impacted by lack of clarity on the status of schools and curricula and assessment bodies.

“In order to strengthen, where appropriate, synergies between online schools and in-person schools, the former must be required to be able to demonstrate how they comply with key assessment standards and protocols, mindful of the rights and responsibilities for independent schools in this regard,” Makaleng says.

ADvTECH also believes that as with in-person schools, teachers at online schools should be thoroughly vetted, as contemplated by the Children’s Act in that all teachers must be officially cleared for appearance on the National Register for Sex Offenders (NRSO) and the National Child Protection Register (NCPR). All teachers must be academically and/or professionally qualified, and appropriately registered with SACE to ensure integrity and safety of online teaching and learning.

Makaleng says all online schools should also be legally registered as a company or other legal entity and should be urged to establish and belong to a recognised association of online schools, particularly as this formal education mode is new in South Africa.

“We look forward to the swift finalisation of the proposed framework, and the improved educational outcomes for all online students.”

SENS Announcement | 20 December 2021

srousseau@advtech.co.za (Susan Rousseau) — Mon, 20 Dec 2021 07:44:44 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

Director : Mr MM Nkosi

Director’s Associate : Value Capital Partners Proprietary Limited*

Date of transaction : 14 December 2021

Number of securities : 116,492

Nature of transaction : On-market acquisition of securities

Price per share : R15.9790

Total value of transaction : R1,861,425.67

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

Date of transaction : 15 December 2021

Number of securities : 20,589

Nature of transaction : On-market acquisition of securities

Price per share : R15.9984

Total value of transaction : R329,391.06

Nature of interest : Indirect, Beneficial

Clearance obtained : Yes

17 December 2021

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 14 December 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 14 Dec 2021 13:17:36 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

14 December 2021

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 10 December 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 10 Dec 2021 06:16:48 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

EXERCISE OF OPTIONS IN TERMS OF ADvTECH LIMITED SHARE INCENTIVE SCHEME

In compliance with paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements, the following transaction relating to a director of the Company is hereby disclosed, in terms of the provisions of the ADvTECH Limited Share Incentive Scheme.

In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for the transaction above.

9 December 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Copycat, promethean or cookie cutter: The definitive guide to choosing the right school in the mid-fee sector

tthomas@advtech.co.za (Tamara Thomas) — Tue, 07 Dec 2021 05:43:00 GMT

Choosing a private school is a complex process and the wide range of available options does not make it any easier. Over the past decade, private schooling in South Africa has changed significantly and there are now private schools available across the economic spectrum.

With diminishing confidence in the public sector and the growing demand for high quality education, the provision of private education opportunities to the so-called middle-income sector has increased dramatically.

Choosing the right school for one’s child is a critical decision, and parents need to look beyond the marketing and sloganeering to identify a school that will help their child meet their aspirations, an education expert says.

Dr Felicity Coughlan, Group Academic Director at ADvTECH, SA’s leading private education provider, explains that there are three points on the continuum of private school options: Standalone schools (which are not part of a group or set up to be the start of a promised network or group) which are either modelled on the staid, top-end traditional models or who claim a position converse to those traditions (even if not well articulated beyond being contrary).

Others are part of a mass roll-out of a model designed for scale and ease of replication (cookie cutter) rather than steeped in any solid educational belief or principle.

The third point on the continuum is held by schools that are networked or grouped, but have a clearly articulated educational position supported by a framework for educational and financial sustainability without limiting the promethean opportunities any school should embrace to fully meet the unique needs of the community in which it is located.

Dr Coughlan says that while weighing up the myriad of private school offerings is a complicated calculation, there are 10 factors parents must take into consideration, which will help guide their thought process. These include:

1. LOCATION

Many schools are in the communities they serve, offering meaningful alternatives for parents and students. Given traffic and other considerations, location is important and so is the availability of reliable and safe transport. On the other hand, location within a lifestyle environment may limit the children’s access to a diverse student community or to specialist facilities, teachers or sports of interest, or result in management arrogance at perceived lack of competition. There are always trade- offs and local is often more pragmatic, but the trade-off decisions must be carefully considered.

2. HISTORY & REPUTATION

We send our children to school to set them up for later success so any school that cannot deliver well on the school-leaving examinations is a risk to these aspirations. New schools do not have a track record and parents must thus look for other indicators of what that performance is likely to be. If this is a standalone school, you will need to rely on the comfort gained from the way that the school speaks about its plans for its first Grade 12 class. A networked or group school can share the performance of its other schools and should be able to articulate how these will be replicated. In the lower grades and in primary schools, the school should still be able to talk competently about the transition to high school and how it is managed and why it is managed in that way.

3. TEACHERS

A strong cohort of teachers will combine new teachers with their energy and innovative ideas and recent training with a group of seasoned teachers with an established track record. A school that does not require all their staff to be registered with SACE and cleared by the police for child safety may not have thought through all the risks they are taking on. A school that employs only new teachers may be more focused on costs than on achieving the outcomes you want for your child. A transformed teaching staff is imperative – without it not all children are able to access role models that are like them and the gap between the school and the world out there is reinforced rather than closed.

4. REGISTRATION

A school must be registered and accredited. Cottage “schools” are neither. If you are considering a “school” that is not registered or accredited, you will need assurance on how quality is managed, children are protected and acceptable national school leaving examinations are accessed. It is critical to assess the legitimacy and standing of the assessment provider so that there are no nasty surprises when children try to access post-school study.

5. LEADERSHIP

Schools succeed or fail based on their leadership teams. If you cannot access these people when considering a school, or if they are not able to answer your questions on matters such as culture and inclusion, then it is most unlikely they will be accessible and engaging after you register your child. If the leadership is not available to you as a prospective fee payer, they are also not likely to be accessible to you as a parent or the teaching team as staff. Try to understand what the school leadership believes about growth and discipline and community, and you will quickly identify if there is a synergy with your values.

6. TECHNOLOGY

Modern campus-based education is technology enabled but not technology led. A few direct questions will enable you to assess if technology is adding to the teacher led learning or if it is a means of keeping costs (for the school) down.

7. CULTURE

The match between the culture of the school and that of the family must be looked at. Schools that are diverse and inclusive generate skills in their students to live in an integrated world. Even if a school aligns itself with a particular religion, its approach to other faiths is a means of communicating how inclusive and respectful the school is. Schools are more conservative than their public projections so if you choose a school that has already chosen a single world view you should not be surprised when that permeates most of what they do. Ask questions such as about non-traditional family structures or religious education beyond the chosen religion. The capacity to answer these questions with ease and concrete examples that are not patronising or paternalistic or filled with euphemisms is a measure of the ethos of inclusion and diversity.

8. FACILITIES

A quick tour of the school will show you where they spend their money. What the school chooses to show you first or most tells you what they value. The way in which the school has thought through the needs of parents in matters such as parking, logistics, aftercare arrangements, and communication channels indicate how family-centred the school is.

9. FEES

Many schools advertise fees as fully inclusive but not all keep to that and many charge levies for all sorts of standard operational needs. Check the detail.

10. AGENCY

In some networked or group schools, teachers are given lesson plans and standard assessments to “protect” quality and ensure uniformity and standardisation. The teacher as an autonomous professional is invisible. In others, teachers are given professional development and guidelines, and common tools and assessments are benchmarked, but each teacher is required to exercise professional agency and judgement to respond to the needs of the children in their class on a particular day.

In some schools the teacher rules and is not subject to any evaluation or monitoring. In standalone schools one could find any of the three. If one employs professionals, they should surely be entrusted with professional practice while there are mechanisms of accountability that ensure that what children get is the best. Just asking why things are done the way they are would be instructive in learning whether the school sees its teachers as trustworthy professionals and has systems to monitor performance and promote growth, or whether the school does not trust its teachers or abdicates to them.

“Ultimately, when making a decision about which mid-fee private school is right for your child, parents are unlikely to find a school that measures up to all their expectations, given the fact that any school is a complex organization. However using the above ten elements as a guide for decision-making, parents will at least be able to reach a meeting of the minds that will allow them to make the investment with some sense of comfort and excitement for their child’s educational journey,” Dr Coughlan says.

SENS Announcement | 2 December 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 02 Dec 2021 13:59:43 GMT

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

Johannesburg

2 December 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 2 December 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 02 Dec 2021 12:12:02 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

EXERCISE OF OPTIONS IN TERMS OF ADvTECH LIMITED SHARE INCENTIVE SCHEME AND DIRECTOR’S DEALING

In compliance with paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements, the following transactions relating to directors and prescribed officers of the Company are hereby disclosed, in terms of the provisions of the ADvTECH Limited Share Incentive Scheme.

In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

2 December 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 30 November 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 30 Nov 2021 07:48:18 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CHANGES TO THE IMPORTANT FUNCTIONS OF DIRECTORS

In accordance with paragraph 3.59(c) of the JSE Limited Listings Requirements, shareholders are hereby advised of the following changes made to the composition of the ADvTECH Board of Directors (“ADvTECH Board”) and committees, with effect from 29 November 2021:

Mr. Chris Boulle, a non-executive director and the chairperson of the ADvTECH Board, chairperson of the Investment and Nominations Committees, has stepped down as chairperson of the Investment Committee and has been appointed as a member of the Transformation, Social and Ethics Committee;

Mr. Keith Warburton, a non-executive director of the ADvTECH Board, chairperson of the Audit and Risk Committee and member of the Investment and Remuneration Committees, has been appointed as the chairperson of the Remuneration Committee as well as Lead Independent Director of the ADvTECH Board;

Mr. Clive Thomson, a non-executive director of the ADvTECH Board and a member of the Audit and Risk and Investment Committees, has been appointed as the chairperson of the Investment Committee and as a member of the Remuneration Committee; and

Ms. Sybile Lazar, a non-executive director of the ADvTECH Board, has been appointed as a member of the Investment and Nominations Committees.

Johannesburg

30 November 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

How short course skill stacking can change your career trajectory in 2022

tthomas@advtech.co.za (Tamara Thomas) — Fri, 26 Nov 2021 06:39:50 GMT

Further education options have expanded dramatically over the past year in response to changed demands in the workplace. The good news is that employers now are heavily focused on hiring candidates with specific Information Technology-related skillsets, and that many of these skillsets can be developed in a relatively short period of time, even without a previous IT background, an education expert says.

“Many people are currently evaluating their careers, realising that they need to invest in the development of their skills to ensure their continued employability,” says Elbie Liebenberg, MD at MindSharp , a brand of SA’s largest private education provider, ADvTECH.

Liebenberg says those who seek to build on their existing skillset in the new year, do not need to make radical changes in their life to be able to do so, as there are great new options available to those who want to learn new skills - or a new combination of skills - in a relatively short period of time while continuing in their current career.

“Regardless of the current field in which you find yourself, there are a host of new programmes in which you can enrol which will allow you to build on and expand your professional portfolio, which will increase your desirability in the job marketplace, and ensure you can move up the proverbial career ladder,” says Liebenberg.

She says it is no surprise that the best bet for professional development now is to expand one’s skills in an IT-related field, and that combining courses from various fields within IT will dramatically improve a candidate’s employability in future.

“So whether you are in education, business, the media, finance, or any other field, one or more IT short courses will vastly increase your ability to fulfil a diverse number of roles, or enable you to start a whole new career entirely, and therefore increase your future options and ability to diversify or move to a more sustainable role within your organisation,” Liebenberg says.

SHE SAYS IT-RELATED FIELDS OF STUDY WHICH WILL FORTIFY YOUR CV INCLUDE:

WEB DEVELOPER

In 2020, more businesses and companies went online and remote than any time in human history. Brick and mortar stores became online shops; boardroom meetings became online syncs; and even things as simple as buying groceries increasingly moved online. Behind all of this digital activity are full stack web developers. These tech professionals keep us connected and working in a world that relies on information communication technologies to run, and will remain in high demand long into the future.

Courses to consider: HTML & CSS, JavaScript, HTML5 Application Development

DATA SECURITY SPECIALIST

As data becomes the world’s most valuable resource, the demand for data security is ever increasing. Qualifying as a data security specialist will enable you to understand the tools, techniques and knowledge required to also start thinking like a data scientist, a skill every modern-day working professional should have. Within companies, Chief Information Officers are crucial to help guide the direction of a company, based on insight into the meaning of available data.

Courses to consider: Python, Data Security Management, Databases

SOFTWARE ENGINEER

Software engineering is a creative career that allows you to work with software, hardware, and other computer systems in a wide variety of industries and jobs. This career places you at the heart of the digital economy, with endless scope for growth. Each industry requires its software engineers to translate their insight of the industry into the software engineering space of that industry, so this is a great field in which you can apply prior knowledge to a new role.

Courses to consider: Java, Python, HTML5 Application Development

WEB DESIGNER

A web designer is an IT professional who uses various computer software applications and programming languages to create and maintain web content. This usually involves designing the layout, visual appearance and usability of a website to ensure the user has a pleasant browsing experience. Becoming a web designer will allow you to apply your existing knowledge of your field and market in a creative and stimulating new way.

Courses to consider: HTML & CSS, JavaScript, Adobe Illustrator CC 2020.

GRAPHIC DESIGNER

Graphic designers use their creativity to create visual concepts that communicate certain ideas and messages. These visual concepts are created by hand or by using computer software, and include a variety of media. This takes on the form of both physical and virtual art forms, and includes elements such as words, graphics, and images.

Courses to consider: Adobe Photoshop CC 2020, Adobe InDesign CC 2020, Adobe Illustrator CC 2020

SENS Announcement | 23 November 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Nov 2021 10:53:09 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

UPDATED ANNOUNCEMENT RE ACQUISITION OF SECURITIES BY CLIENTS OF PUBLIC INVESTMENT CORPORATION SOC LIMITED (“PIC”) TO INCLUDE THE DIRECTORS RESPONSIBILITY STATEMENT

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that clients of PIC have, in aggregate, acquired interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by PIC’s clients has increased from 13.837% to 15.245% of the total issued ordinary shares of the Company.

As required in terms of section 122(3)(a) of the Act, the Company has filed the required notice with the Takeover Regulation Panel.

Johannesburg

23 November 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

Integrative law: Legal studies expanding, career options growing for students

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Nov 2021 09:08:59 GMT

Prospective students considering a law degree often have visions of black robes and courtroom battles in their post-graduation future. However in South Africa, the legal practice environment has in recent years seen a movement towards more non-litigious, non-adversarial methods of dispute resolution, which means that those who were hesitant to pursue a legal qualification because of what appears like a prohibitively intimidating environment, now have cause to reconsider.

“The legal field is a great option for a sustainable career, but in the past, many prospective students were reluctant to pursue this option because of their concerns that the perceived combative nature of the profession is not a great fit for their personality,” says Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

However the legal field, and market demands for legal intervention that doesn’t necessarily require the involvement of courts, has expanded greatly in recent years, she says.

“This has led to the introduction of Integrative Law into the curriculum of institutions who are in touch with developing demands in the industry. Integrative Law is a forward-thinking elective that prepares graduates for the world of work and this ever-changing legal environment,” says Batchelor.

“The purpose of this unique module is to introduce students to other forms of dispute resolution and to holistic conceptualisations of law in the legal profession. It assists students in differentiating between adversarial methods and non-adversarial methods of legal problem-solving and assessing mediation, collaborative law and holistic approaches to law as problem solving techniques.”

Batchelor says changes in the Rules of Court, for example, underscore the importance of developing non-traditional legal methods of dispute resolution in South Africa, which presents an opportunity in a growth field for prospective students, whether they have already decided to pursue an LLB, or indeed if they have not yet decided what they want to study.

“The Integrative Law Movement has become a global community of lawyers as peacemakers and lawyers as changemakers, constantly evolving and challenging the way that the practice of law is traditionally practiced. Integrative Law is best described as the emergence of a new legal system, focussed on granting dignity to everyone involved in the legal process on values-based solutions, and it uses a variety of perspectives and approaches to resolving conflict in legal practice.”

Batchelor says prospective students who are interested in incorporating Integrative Law into their training, should take care to interrogate the curriculum at their future institution of higher learning or public university, as it is a new learning track locally and not widely offered, even though it is already widely practised in the world of work.

“Integrative Law is a paradigm shifting module where you are challenged to separate everything that you have been taught about the adversarial constructs and notions of legal practice from what Integrative Law will show you,” says Batchelor.

“It challenges the preconceived and traditional ideas of what a lawyer is and should be, and their role in legal practice today and in the future. Integrative Law disrupts perceptions and enables students to stop and reflect upon conscious and healing methods of practising law for their client, the opposition, offender and victims, the community and public at large and, most importantly, for you as a future legal practitioner.”

Batchelor notes that Integrative Law is not merely Alternate Dispute Resolution.

“Instead, you will learn that Alternative Dispute Resolution is but one of many approaches to holistic and healing lawyering. Integrative Law also explores aspects of therapeutic jurisprudence, various methods that legal practitioners can use to exercise self-care and reduce stress in today’s fast paced environment, as well as consider the constitutional values that are instilled by the Constitution on the legal profession.”

SENS Announcement | 23 November 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Nov 2021 08:29:30 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

ACQUISITION OF SECURITIES BY CLIENTS OF PUBLIC INVESTMENT CORPORATION SOC LIMITED (“PIC”)

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that clients of PIC have, in aggregate, acquired interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by PIC’s clients has increased from 13.837% to 15.245% of the total issued ordinary shares of the Company.

As required in terms of section 122(3)(a) of the Act, the Company has filed the required notice with the Takeover Regulation Panel.

Johannesburg

23 November 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

IIE Rosebank College Pretoria Mega Campus

tthomas@advtech.co.za (Tamara Thomas) — Mon, 08 Nov 2021 13:07:15 GMT

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.

SENS Announcement | 4 November 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 04 Nov 2021 09:12:06 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

DISPOSAL OF SECURITIES BY CLIENTS OF ALLAN GRAY PROPRIETARY LIMITED (“Allan Gray”)

In accordance with section 122(3)(b) of the Companies Act, No. 71 of 2008 as amended and section 3.83(b) of the JSE Limited Listings Requirements, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that clients of Allan Gray have, in aggregate, disposed of an interest in the ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by Allan Gray’s clients has decreased from 5.0071% to 4.8793% of the total issued ordinary shares of the Company.

As required in terms of section 122(3)(a) of the Act, the Company has filed the required notice with the Takeover Regulation Panel.

Johannesburg

4 November 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

The Independent Journal of Teaching and Learning - Vol 16 (2) 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 02 Nov 2021 06:45:30 GMT

Matric Parents: Help students cut out the noise and keep on moving

tthomas@advtech.co.za (Tamara Thomas) — Mon, 25 Oct 2021 07:56:28 GMT

As the Matric Class of 2021 enter the final stretch of their school careers, having to focus on both their exams and what comes after, an education expert has advised parents to help their children move progressively forward every day by cutting out the noise and doing what needs to get done, regardless of concerns over what may come.

“The end is finally in sight for Matric learners, who now need to remain as focused as possible during exam time, to ensure they achieve the best possible marks to allow them to progress successfully beyond Grade 12,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

But he says many students remain concerned about whether they will perform to the best of their ability, whether there might be more surprises coming this year in terms of unforeseen disruptions - whether related to exams or external events - or over what they are going to do next year… Should they register to study further or wait and first see what the environment looks like in February 2022?

All these thoughts can take away Matrics’ attention from what is most important now – focusing on their finals, says Kriel.

“Unfortunately, our children over the past two years have had more than the regular share of concerns senior high learners normally need to deal with, and this has had an impact on the way decisions about the future are made. In particular, forward planning has taken a hit, with many parents and students adopting a wait-and-see approach.

“This is because significant weight is being given, and allowances made, for future potentialities, which can lead to anxiety, loss of focus and analysis paralysis. As parents, it remains important to provide guidance and a measure of certainty in this regard, so that children can go ahead and make plans for the future, while keeping in mind flexibility and resilience may still be needed,” says Kriel.

Some of the concerns that should be dispensed with to ensure Matrics can focus single-mindedly on their exams, include the following:

1) CONCERNS ABOUT PERFORMANCE & ITS IMPACT ON POST-MATRIC OPTIONS

“Now is the time to put all your attention on doing as well as possible, until the very last paper. Don’t dilute your attention by worrying about what you will do if you do not perform as well as hoped,” says Kriel.

“Regardless of your performance, there are always paths toward achieving a degree. Of course, the better you perform, the more options you will have straight out of the gate, however it is important to know that if you do not perform as well as you wanted, there are always doors open,” he says.

These include – depending on results – the option of rewrites to improve results in specific subjects, opting for a different first qualification, or enrolling for a Diploma or Higher Certificate instead of a degree. Higher certificates and diplomas provide alternative pathways into a degree in the event one’s Matric results don’t meet the admission requirements.

“There are many more routes toward a successful career on top of those listed above, however the key point is that you can set your mind at ease knowing that there are always options, and that you don’t have to expend precious mental energy on worrying about what ifs. Do your best, and know that you are covered.”

2) CONCERNS ABOUT WHETHER THE 2022 ACADEMIC YEAR MAY AGAIN BE IMPACTED

Many Matrics are uncertain about their future, and can’t decide whether they should pursue the studies they wanted to pursue next year or rather just wait and see what the new year holds before making a decision.

“If we say we need to start living with uncertainty, it means just that. Don’t wait for everything to be running more or less smoothly, because if anything, we have learned that we have to keep moving regardless of circumstances. Tens of thousands of Matrics across South Africa are doing just that, and have already registered to start their studies next year, committed to realising their dreams.

“So if you have not yet settled on whether you should further your education, make use of the time after examinations to investigate your options, talk to higher education institutions, and get yourself excited about your next steps. A good insurance policy is to make sure that you find an institution which is able to continue with the curriculum without interruption to ensure you’ll finish the academic year successfully even if unforeseen events arise,” says Kriel.

3) CONCERNS ABOUT RESULTS RELEASE DATES

“No matter when your results come, keep your eye on the prize and do what needs to be done, regardless. Currently, dates are always in flux, so it is possible that results release dates may again be impacted,” says Kriel.

But he says parents should remind their children (and themselves) not to get distracted by external noise and logistics.

“Do what you know needs to be done, and keep going - progressively further every day. Don’t rely on others to tell you what to do and when. In the past two years, those focused on their personal and academic growth have really strengthened their self-direction skills. So don’t wait for the world to say you can go ahead to the next step now. Instead, face forward, and think about and plan for your future. No matter how uncertain you are feeling, planning for the future and moving forward provides an anchor in uncertain times.”

One way to get focused and feel less anxious, is for parents and students to act on the things they know will happen, even if they don’t know when they will happen, says Kriel.

“Wild speculation about what curveballs may arise is unhelpful and serves no positive purpose. By creating an ocean of calm and certainty about your purpose and direction, knowing that you will handle whatever may arise when it arises, you’ll be able to successfully continue on your road to academic and career success.”

SENS Announcement | 12 October 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 12 Oct 2021 12:31:37 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

DEALINGS IN SECURITIES BY DIRECTORS AND PRESCRIBED OFFICERS: SHARE VESTING

In compliance with paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements, the following transactions relating to directors and prescribed officer’s dealings is hereby disclosed, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), regarding performance and retention shares which have vested after 3 years.

The date of vesting is 27 September 2021. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

12 October 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 29 September 2021

tthomas@advtech.co.za (Tamara Thomas) — Wed, 29 Sep 2021 09:35:27 GMT

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

Johannesburg

29 September 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

Grade 11s: Start your 5-step matric success journey today

tthomas@advtech.co.za (Tamara Thomas) — Mon, 27 Sep 2021 06:30:12 GMT

As Grade 11s head into the final quarter of the year after the holidays, they are advised to use the coming months before they start their final year of school to implement a strategy that will smooth their Matric journey and ensure maximum success, an education expert says.

“There are some sure-fire ways you can ensure you finish your school career successfully, and set yourself up for entering higher education on the path towards a fulfilling career,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“It is important to seize the day, however, and make optimal use of the weeks and months ahead, as time is now on your side,” he says.

Ntshinga says it is to be expected that there will remain some challenges associated with this period in history in the year to come, and some new challenges may arise.

“The only certain thing at this stage is uncertainty. So it is crucial to use times of relative calm to fortify yourself and your academic career by paying attention to those matters within your control. The last quarter and the December holidays provide you with this opportunity to get in the right frame of mind by finishing the year strong and considering your future path without the pressure next year will bring,” he says.

Wonga advises Grade 11s to invest in their future now by taking the following steps:

1) SHOOT FOR THE STARS WHEN SITTING FOR YOUR GRADE 11 FINALS

“Grade 11 is an opportunity to hedge your bets against any potential problems that may arise in Grade 12, whether academically or personally,” says Ntshinga.

He says many higher education institutions will make a provisional offer based on a learner’s Grade 11 performance, which means that learners can get time-consuming higher education applications out of the way early in the year. Additionally, if they don’t perform optimally in Matric, good results in Grade 11 provide them something to fall back on.

“So as you head back to school for the fourth term, resolve to do everything in your power to finish the year as strong as possible and to perform to the best of your ability in the exams,” Ntshinga says.

2) TAKE SOME TIME DURING THE HOLIDAYS TO WORK ON SUBJECTS REQUIRING ATTENTION

After the exams, make sure you get some well-deserved rest following a tough year. And then, when you have relaxed sufficiently, invest a small amount of time working on concepts or subjects you found tricky during the year or which showed up as areas for improvement during the exams, Ntshinga advises.

“By investing a few days during the holidays, you can significantly strengthen your foundations going into Matric. Working on just a handful of core concepts or challenges while you have free time will let you enter the new year with a stronger foundation and momentum, allowing you to spend more time on the new subject matter in Matric,” he says.

3) PLAN YOUR YEAR AHEAD

“During the holidays, draw a calendar outline of next year and note down important dates,” says Ntshinga.

He says the calendar overview should denote the start and end of school terms and when exams and significant events are likely to happen – even if those dates have not been fixed yet.

“By conducting this exercise, you will create a deep understanding of how much time you’ll have available to study and revise next year – spoiler alert, it is less than you think - and by when certain actions need to happen. This will allow you to calmly, and timeously master work, rather than having to anxiously cram as the finals and other deadlines creep up on you.”

4) TAKE TIME TO THINK OF YOUR FUTURE PLANS

By now, most Grade 11s should have a good idea of what they want to do after Matric.

“If you do not yet know, or are undecided about your plans going into 2023, now is the ideal time to consider the matter – before you go to Matric,” says Ntshinga.

“The reason for this, is because you will have very little uninterrupted time to consider your future plans during your Matric year, and leaving it so late means that there will be many other things competing for your attention. So in order not to have to make a decision under pressure and without clarity of thought by the time application due dates roll around, start considering and cementing your future path as soon as possible.”

For those learners who don’t yet know what they want to do after Matric, the December holidays provide the perfect opportunity to consider their plans, Ntshinga says.

“During your downtime, spend some time looking at the websites of respected higher education institutions, public and private, and reach out to current and former students to hear about their experiences studying there – particularly during lockdowns. Speak to a student advisor, determine which qualifications match your aspirations, and find out what application requirements apply for different qualifications. Having this information before you head into Matric will help focus your attention on what you need to achieve and how you need to perform to make your career dreams come true.”

5) GET SOME GOOD HABITS GOING

The past two years have been extremely stressful, and next year seems likely to continue in a similar fashion, at least for a while.

“Even if the world returns completely to pre-Covid times, what the pandemic experience has shown us is that we need to work on building good and healthy habits and work on maintaining mental, physical and emotional wellbeing,” says Ntshinga.

“So starting right away, if you have not yet done so, start introducing small, positive new habits into your daily life, and work on leaving behind those habits and behaviours that no longer serve you. In these uncertain times, sometimes the only thing we can control is ourselves and how we respond to external challenges. By building your mental, physical and emotional resilience little by little each day, you will be rewarding yourself with the best possible chance of attaining future success.”

Leading private tertiary brand announces a new state of the art campus

tthomas@advtech.co.za (Tamara Thomas) — Thu, 23 Sep 2021 10:37:42 GMT

The IIE’s Varsity College recently opened its new campus at the NCG Precinct Development in Newlands, Cape Town.

“Our evolving teaching and learning approach is based on constructive principles where our students are required to actively participate in their learning and skills development holistically. Our new state of the art Cape Town campus is designed around these principles. The new campus will also allow for further flexibility as we continue to grow our programmes, faculties and student numbers”, says Louise Wiseman, Managing Director of The IIE’s Varsity College and IIE MSA.

The campus, consisting of six levels, is designed to accommodate 4,500 students and is equipped with 32 lecture rooms and five fully fitted computer venues. The two 160 seaters are the largest lecture rooms. Each campus level is equipped with Study Hubs where students can sit and prepare or study whilst waiting for the start of their lecture. Levels five and six are fitted with Think Tanks for students to have discussions, study or collaborate.

Says Saleem Jackson, Campus Head at The IIE’s Varsity College Cape Town: “Two of our most exciting features are facial recognition access control and our modern library. The access control feature indicates that we are serious about the safety of our students and staff. The expansive library is divided into Group discussion and Quiet rooms, a Research Area where our books are shelved, and 90 computer workstations.

All lecture and computer rooms are fitted with the latest technology data projectors and software, have WiFi coverage, and are fully carpeted with soft seated chairs. The campus interior design consists of neutral tones and wood finishes accentuated by brightly coloured furniture pieces and visuals. The look and feel provides consistent texture and artistic interest across the campus. The colours are used mainly on the back walls of each lecture venue so as not to distract the students during lectures and to provide energy to each venue.

NCG is a multipurpose sport, commercial, education and leisure-oriented precinct. The precinct has an approximate 20 000 square metres of commercial and office space, which is being developed and which will include cafés, restaurants, a cricket museum and other exciting cricket-related facilities. NCG is also directly connected to the Newlands Railway Station, the Bus Rapid Transport System, taxi zones and pedestrian and cycle lanes. This will make it easier for students without vehicles to commute to and from campus.

The campus location aligns with the IIE’s Varsity College brand positioning, which is progressive, innovative and inclusive. The southern suburbs have been the home to The IIE’s Varsity College Cape Town for over 30 years, which is another reason why Newlands is the chosen location.

“We look forward to welcoming prospective students and parents to our new campus, especially at the Open Day, which will place on Saturday, 11 ^th of September 2021,” concludes Jackson.

6 Emerging workplace trends: Rising to the challenges of change

tthomas@advtech.co.za (Tamara Thomas) — Mon, 20 Sep 2021 06:52:43 GMT

As South Africa faces a lifting of some restrictions following the country’s move to lockdown Level 2, the impact of Covid on workplaces will remain for some time, and is likely to continue for the foreseeable future, regardless of the progress of the pandemic, an expert says.

“Covid and lockdowns have fundamentally shifted how we as human beings, live, work, school our children, shop, entertain and interact with the world around us. And while we may have initially hoped that the disruption caused by hard lockdown would be transitory, we have to accept that some of the things that we thought would only be temporary changes and adaptations to lockdown are now here to stay,” says Georgina Barrick, Managing Director at Network Contracting Solutions, ADvTECH Resourcing’s Contracting Division.

She says there is no longer talk – as there was during the first months of the pandemic – of ‘when things go back to normal’.

“We now understand that there is no going back to the way we were. But while these radical, dynamic and ongoing changes create daily challenges for leadership, it’s also true that they present unique opportunities to recalibrate and move forward positively, with an understanding of the changes, challenges and the strategy that will be required.

“Resilient and change-fit leaders will emerge victorious and those trying to turn back the clock to the way that things were will undoubtedly flounder.”

Barrick says some of the clear trends emerging now, indicating the new direction of the world of work, include:

Trend 1: A Hybrid Work Model as the Default Approach

2020’s remote work is slowly being replaced by a hybrid home/ office work model that represents the best of both worlds, she says, but challenges remain for leaders, particularly in accepting hybrid as the new status quo and not just as a stopgap solution.

“To make hybrid really work, the first step is for leaders to set clear, consistent boundaries that apply to all in order to avoid inequality, exclusion or unconscious bias,” she says.

Work also needs to be done on building (and embedding) the right culture for hybrid teams. A culture that uses technology and positive internal communication to align all team members and bring them together, irrespective of where they may be based.

Finally, thought needs to go into creating ‘pull factors’ for office space, to encourage social interaction and active engagement so that time spent in-office is about collaboration on team-based projects, while solo tasks that require more introspection or quiet time are done at home.

“Ultimately, hybrid work is about holding people accountable, without the need to micromanage.”

Trend 2: The Shift Towards a Flatter Organisational Structure

Spurred on by how technology has improved information flow, more companies are adopting flatter organisational structures and are enjoying the benefits of lower operational costs, improved communication and increased motivation.

“The role of the leader is also changing. The idea of a ‘hero leader’ who holds all expertise and single-handedly leads the company is outdated. Successful leaders of the future are collaborative, agile, adaptable and, instead of leading from the front, they believe that their role is to articulate vision and inspire their teams to achieve,” says Barrick.

Trend 3: The Rise of Continuous Development (for All)

Post-COVID, ongoing and rapid change, evolving technology and ever-increasing information will make continuous development a must, not only to outsmart the competition but also to fill inevitable skills gaps, notes Barrick.

“To be properly agile and adaptable, we need to gear continuous learning towards the right blend of hard and soft skills, developing traditional left-brained thinking (quantitative analysis and logic), while supporting and promoting right-brained thinking (like design, creativity and empathy). To succeed, we will need people who view the world differently and can see what others can’t imagine.”

Trend 4: High Employee Turnover

Short term, companies need to brace for high turnover, Barrick warns.

“As the pandemic wanes, pent up lag in the system will see many people quit, move jobs or emigrate. Events of the past 18 months have forced us all to rethink our futures – from what we want to do, to where we want to live and how we want to live our lives. In South Africa, the added worry of recent unrest is going to push some of our brightest talent to seek out opportunities offshore as the world reopens.

“So it’s vital that we start to think outside the box about talent. From how we can nurture our teams and make them feel valued right now to changing our thinking about how (and from where) we access talent. As an example, changing cities or countries doesn’t have to mean changing jobs.”

Trend 5: The Rise of the Non-Permanent Workforce

Barrick says that as turnover rises and the skills gap widens further, non-permanent workforces will become central to company talent strategies. Specialists who are able to deliver on short-term projects, deal with the issues of today or supplement talent gaps (outside of the traditional permanent payroll) will be in demand.

“Recently, we have seen an increase in requests from offshore companies looking to set up contracting teams in South Africa to deliver on global projects. We predict that the need for ‘on-demand’ talent will continue to rise over coming years as some companies expect that up to 40% of their total workforce could be non-permanent.”

Trend 6: A Sustainable Pace is Non-Negotiable

“The hard truth is that the relentless challenges of the past 18 months have worn us all down. We’ve all had to gear up to cope and steer our business’ through recent storms, working long hours at a brutal pace. And, in the post-pandemic world, things are likely to be unstable and unpredictable for a while yet. Leading through a prolonged crisis is exhausting,” Barrick says.

She says that even time off won’t substantially take the edge of pandemic stress.

“The only real long-term cure for an unsustainable pace is to create a sustainable pace. This means picking projects carefully, mastering the art of saying no, building time into your diary for downtime and quitting things that aren’t working early. Remember that the price of an unsustainable pace is burnout and no-one can really afford that.

“As we continue to try and function optimally within our current environment, it is imperative that we identify and learn from the lessons of the past year and a half, to ensure we smooth, as much as possible, the road ahead.”

Pecanwood College Hartebeespoort: Paragon Architects completes major upgrade and extension

tthomas@advtech.co.za (Tamara Thomas) — Thu, 16 Sep 2021 06:57:05 GMT

: The recently completed Pecanwood College project at Hartebeespoort in the North West Province has allowed the school capacity to expand by an additional 350 scholars. Pecanwood College is a brand of ADvTECH , Africa’s leading private education provider. The upgrading of existing facilities and infrastructure has transformed the space into a welcoming and exciting learning environment ready for future generations.

Paragon Architects was tasked with the conceptual design of the new build at the end of last year. Construction commenced on 25 March 2021, with the project handed over for practical completion at the end of August, reports Project Lead David Cloete. The Paragon team included Director Estelle Meiring and Student Architect Tayla Summerton.

The project consisted of a newly-built preparatory school and ‘learn-to-swim’ pool, as well as renovation of the high school entrance, conversion of dormitories into new apartments and the upgrading of existing dormitory facilities. The development included 14 new on-grade parking bays and a drop-off area, a sportsfield, JoJo tanks and signage.

The design aimed to preserve the existing architectural aesthetic of the school, namely face brick band base, covered connecting corridors and tiled pitched roofs, while incorporating modern fixtures and finishes to create an enduring learning environment. The use of tactile materials and the integration of indigenous landscaping, surrounding views and natural light throughout the scheme creates a sense of connectedness to the outdoors.

Pull Quote

“The design aimed to preserve the existing architectural aesthetic of the school.” – David Cloete

“There were no real challenges posed by preserving the existing architectural heritage. However, due to the sloping topography of the site and design layout of the new preparatory school, which corresponded with the existing school’s layout, we had to break the new development up into different levels, and add gradual ramps between them. This, in turn, resulted in a stepping roof system as well,” explains Cloete.

The 2 085 m ² new preparatory school consists of 13 classrooms, all with storage facilities; a laboratory, entrance atrium, office spaces, staffroom, staff ablutions and ablution facilities for junior and senior boys and girls. Interconnecting covered corridors create central courtyard spaces. The entrance atrium is enclosed with performance glazing shopfronts with charcoal aluminium that demarcates the entrance of the new development.

The central 8-m-wide corridor extends from the entrance atrium towards the new sportsfield, accentuating views towards Hartbeespoort Dam and the mountainous landscape in the distance. The new structure is established along the street frontage for maximum exposure to any passersby.

The high school entrance renovation consisted of enclosing the entrance atrium space with high-performance glazing shopfronts and louvres for natural ventilation. The newly-enclosed area created additional waiting space for visitors. Placing illuminated signage featuring the school’s logo at the entrance of both the high school and new preparatory school clearly defines the structure’s entrances at night.

The new ‘learn-to-swim’ pool consists of a covered, 1.4-m-deep, 5 m x 10 m pool with a surrounding walkway, ablutions, changerooms and a pathway connecting to the existing pre-primary school area. A Clear-Vu fence surrounds the new development to ensure safety at all times.

On the ground floor of the boys’ dormitory building, the renovation saw construction of ten dormitory rooms housing 21 scholars, a collaborative study area, boys’ and girls’ ablution facilities and a connecting four-bedroom apartment. The renovation included an additional entrance, modern fixtures, finishes and joinery. On the first floor of the boys’ dormitory structure, the renovation saw the conversion of three existing classrooms to two apartments, namely a one-bedroom and a three-bedroom apartment respectively.

While the architecture and interior architecture firm is more widely known for iconic corporate offices such as 144 Oxford Road, Discovery Place and the new Sasol head office, Paragon Group has a number of educational facilities under its belt, such as the Torah Academy Girls High School in Johannesburg, as well as student accommodation projects like Hatfield Square in Pretoria.

SENS Announcement | 14 September 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 14 Sep 2021 13:12:27 GMT

ADvTECH LIMITED

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

Share code: ADH

ISIN: ZAE0000 31035

(“ADvTECH” or “the Company” or “the Group”)

Appointment of Sybile Lazar as Non-Executive Director

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Ms Sybile Lazar (“Sybile”) as a non-executive director of the Company with effect from 1 October 2021.

Sybile is an experienced senior management executive with extensive experience at leadership positions in investment banking and international finance in emerging markets.

Some of her experience includes holding positions such as Associate Director at the International Finance Corporation, Washington, D.C., USA; Senior Vice President at Société Générale, Investment Banking, Paris, France; Investment Officer at Inter-American Investment Corporation Washington, D.C., USA and consultant for The World Bank, Washington, D.C., USA.

Sybile is a Certified Public Accountant (Chartered Accountant) and holds a Maîtrise de Sciences Financières et Comptables (MBA equivalent, major in Finance and Accounting) from the University of Paris-Dauphine, France. She further completed various Executive Courses (Finance Risk Management, Private Equity, Governance, and Strategy and Leadership) from Harvard Business School, Boston.

Commenting on the appointment, ADvTECH Chairman Chris Boulle said: ‘We look forward to adding Sybile’s expertise to the Board, which will add value to ADvTECH’s business.”

The ADvTECH group welcomes Sybile to the Board and look forward to her contribution.

14 September 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH delivers a strong overall performance reflecting quality assets and a responsive, agile business model

tthomas@advtech.co.za (Tamara Thomas) — Tue, 31 Aug 2021 05:26:46 GMT

ADvTECH’s robust performance and strong cash generation sees dividend ratio reinstated to pre-Covid levels

Commenting on the results ADvTECH CEO, Roy Douglas, said: “ADvTECH has delivered another set of strong results for the six months to June 2021 with increases in operating profit across the board. The results reflect our robust, flexible and agile business model and continues the trend of delivering a consistent performance. We have been focused on continuous improvement through specific initiatives that includes revised structures, improved systems, enhanced technological capability and strong financial management aimed at delivering superior value to our customers. These initiatives contributed to our ability to cope with the circumstances created by the pandemic and sustain a high level of performance.”

“Our commitment to academic excellence is central to our ethos and fundamental to our success. ADvTECH’s comprehensive range, flexible delivery methods and enhanced processes enabled the continued delivery of quality education in the face of a challenging operating environment.”

Operational and financial performance

· Good debtors management, reduced borrowings and continued focus on efficiencies

· Strong cash generation underpins sound balance sheet

ADvTECH delivered another strong operational performance with good enrolment growth, a significant reduction in bad debts and a continued focus on efficiency improvements. The strong cash generation allowed the group to reduce borrowings and maintain a sound balance sheet.

ADvTECH increased operating profit by 16% to R514 million (2020: R445 million) with group operating margins up to 18.0% (2020: 15.7%). Group revenue grew by 1% to R2.9 billion (2020: R2.8 billion). Normalised earnings for the period increased by 31% to R297 million (2020: R226 million) while normalised earnings per share increased by 31% to 54.6 cents (2020: 41.8 cents) per share.

Central to ADvTECH’s strategy and its ongoing success is its commitment to academic excellence combined with delivering value to its customers. The ability to deliver uninterrupted, quality education, while ensuring the health and safety of our employees and students - against the backdrop of uniquely challenging conditions - can be attributed to:

· the comprehensive range of the group’s offering;

· flexible delivery methods;

· improved systems and ability to seamlessly transition between platforms; and

· the adaptability and commitment of the group’s employees and students.

Given the lower level of capital expenditure over the past 18 months, combined with the group’s robust performance and strong cash generation, as well as the significant reduction in net borrowings, the Board has elected to re-instate dividends payments at a similar cover ratio as was in place prior to the COVID-19 induced disruptions.

Schools division

· Good enrolment growth

· Strong recovery in rest of Africa

· Provided quality education through various delivery modes

The schools division in South Africa recorded an encouraging performance. This was achieved through the provision of meaningful value to students that resulted in satisfactory enrolment growth, together with the benefits obtained from ongoing efficiency improvement initiatives.

Cognisant of the pressure the subdued economic environment placed on fee-paying parents, ADvTECH implemented no school fee increases for the 2021 academic year. Even so, schools in South Africa increased revenue by 1% to R1,086 million (2020: R1,072 million) underscoring the robustness of the performance. Operating profit improved by 2% to R202 million (2020: R199 million) while the operating margin increased to 18.6% (2020: 18.5%).

Schools in rest of Africa posted a strong recovery, recording an increase in revenue of 11% to R120 million (2020: R108 million) and operating profit of R16 million (2020: loss R9 million). The group was pleased with the sustained positive enrolment trend (growing by 6%) and remains committed to building scale in identified regions.

Tertiary/University division

· Solid performance

· Agile delivery and flexible academic offering

The tertiary division delivered a solid performance despite the challenges posed by the delayed release of the 2020 matric results and lockdown restrictions. In acknowledgement of the difficult economic conditions, and enhancing its value to its students, ADvTECH kept fee increases to a minimum.

Revenue increased by 3% to R1,218 billion (2020: R1,187 billion), while operating profit improved by 11% to R280 million (2020: R252 million) and the operating margin increased to 22.9% (2020: 21.2%) as a result of effective cost containment measures and reduced credit losses.

Resourcing division

· Resourcing South Africa returns to profitability

· Rest of Africa continue to deliver good performance

Resourcing in South Africa returned to profitability off the back of increased volumes and good cost controls. Operating profit for the rest of Africa grew by 11%. The dual focus on permanent placements and high-end contracting services contributed to the sustainability of the business, both locally and across the continent.

Prospects

· Ongoing demand for quality education that delivers value

· Continue to drive efficiencies focused on customer value

Commenting on the group’s outlook, Douglas said: “We believe economic activity will remain subdued in South Africa. However, there will always be a demand for quality education and as a result we strive to operate the most efficient delivery models that eliminate duplication and waste. In this way, we focus on outstanding academic delivery and provide value to our students and their parents. We are optimistic about the growth opportunities and will continue to carefully identify and prudently evaluate them.”

The gig economy & specialisation: what to study now for the future job market

tthomas@advtech.co.za (Tamara Thomas) — Tue, 24 Aug 2021 06:09:37 GMT

A major development arising from the changing world of work over the past year and a half, is the growth in the gig worker economy - that is, professionals who don’t necessarily get employed full-time at a company, but sell their time and expertise to multiple clients as consultants.

In the past, permanent employment was for the most part the sought-after norm, but in recent years – even before the pandemic hit – young people increasingly sought more flexibility in the workplace. This trend was predicted by the World Economic Forum in its Future of Jobs Report of 2018, and is becoming firmly entrenched as the career path of choice for those who excel at what they do and are able to work productively, independently and at a standard that means their skills are sought after by companies outsourcing work to independent contractors.

Just like the historic jobs market however, competition is stiff in the gig economy, and those who wish to pursue this route must ensure they get a solid grounding in all the skills required to become successful.

“In the gig economy, specialisation is key and generalist skills are non-negotiable,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“You have to be very clear about what it is that you offer, and you have to ensure that you are the very best you can be in that field, combined with a healthy dose of being able to run the logistics of your consulting business.

Dr Mooney says it is now well-known in which professional fields specialists will be in high demand in coming years, for example anything AI, Big Data, Internet of Things, Robotics, and Encryption-related. The creative industry is also a major field in which outsourcing will continue to grow, she says.

“So what you need to do when deciding what to study now, is to match your interests to these future growth fields, and then see what options are available at various higher education institutions, because the offering varies widely in terms of curriculum content and quality, and there are constantly new programmes being developed that may not have existed a year or two ago.”

For those who have a first degree, it may also be a smart investment to continue to specialise in their field by pursuing a post-graduate qualification, says Dr Mooney.

Additionally, while the intention is to prepare for the immediate future continued professional development has become necessary for everyone as a matter of course, because the world of work requires ongoing adaption and upskilling as a result of constant and rapid change.

“Doing an additional year of specialisation in your field, or investing in a few short courses to broaden your skills, is a great addition not only to your portfolio in a crowded market, but also to the development of your transferrable skills and industry contacts which are essential in the gig economy. As you continue to deliver high quality work, clients often want to work with you on other projects not necessarily within your main field. If you are able to constantly hone your skills and expand your skillset, that means you will be able to take on more and more diverse projects.”

Dr Mooney says there are a number of exciting new courses being offered from next year in growth fields which will enhance a candidate’s chances in both the traditional world of work as well as the gig economy. These include a Higher Certificate in Mobile Application and Web Development which will be offered at The IIE’s Rosebank College, Vega, Varsity College and IIE MSA; a Post Graduate Diploma in Data Analytics (Varsity College); and a PhD in Brand Leadership, the only one of its kind in Africa, offered at The IIE’s Vega, to name a few.

“These are only a fraction of the new qualifications that will be available from 2022, and there are a host more that have been developed and implemented in the past two to three years. The important thing when deciding what you are going to study next year after Matriculating, or what you are going to study if you seek to develop your professional skills with a view to making a change in your career path, is to ensure you do careful research about your options so that you don’t miss out on the exciting new fields of study developed specifically with the future in mind.

“Confining your search only to those fields that were historically prominent is by definition not a forward-looking strategy, and may result in a disappointing investment of your time and money. The best way to decide on a qualification, especially if you don’t have a clear direction which way you want to go, is to leave as many options open as possible in terms of the structure of your career – i.e. you will be able to be employed as well as work for yourself as a consultant, and then to match that which you are good at and passionate about to careers of the future and the qualification that will get you there.”

SENS Announcement | 11 August 2021

tthomas@advtech.co.za (Tamara Thomas) — Wed, 11 Aug 2021 09:38:27 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the company” or “ADvTECH” or “the group”)

TRADING STATEMENT FOR SIX MONTHS ENDED 30 JUNE 2021

In terms of paragraph 3.4(b) of the Listings Requirements of the JSE Limited, issuers are required to publish a trading statement as soon as it becomes reasonably certain that the financial results for the next period to be reported on will show a 20% or more difference from those of the previous corresponding period.

The group continues to benefit from strategic initiatives implemented to improve overall performance, including:

· restructuring and rationalisation;

· efficiency improvement activities;

· delivery of value for money quality offerings to clearly defined relevant markets segments; and

· providing superior support and delivery methods.

The performance of the group during the six months ended 30 June 2021 has been most encouraging with all divisions delivering an increase in operating profit. Our schools in rest of Africa as well as resourcing in South Africa, which were severely impacted by the economic effects of the COVID-19 pandemic in the corresponding prior period, have both returned to profitability.

The education divisions (schools and tertiary) have benefited from good enrolment growth and cost controls, together with significantly improved collections of trade receivables, while resourcing in the rest of Africa continued to deliver a robust performance.

Profit before tax benefited from the disposal of land and buildings which are no longer required. In addition, net financing costs have decreased due to the reduction in net borrowings and a lower interest rate.

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

NEPS for the six months ended 30 June 2021 is expected to be between 28% and 33% higher than the comparative reporting period for the six months ended 30 June 2020 ("the comparative period") or between 53.5 and 55.6 cents per share as compared to 41.8 cents per share in the comparative period.

There were no adjustments required to NEPS in order to calculate headline earnings per share (“HEPS”) in the current reporting period. In the comparative period the following adjustments were excluded from NEPS in determining HEPS:

- legal and other corporate actions costs;

- write-off of deferred tax assets in subsidiaries where it is considered non-recoverable; and

- the revaluation of deferred tax assets in the Kenya subsidiaries which had a reduction in the tax rate.

Headline earnings per share is expected to be between 34% and 39% higher than the comparative period or between 53.6 and 55.6 cents per share as compared to 40.0 cents per share in the comparative period.

To calculate earnings per share (“EPS”), in the current period the following adjustments are excluded from HEPS:

- Profit on sale of property, plant and equipment.

In addition to this, in the prior year, the following adjustments were also excluded from the calculation:

- The loss on the disposal of University of Africa; and

- The one-off non-cash accounting impairment on the intended re-branding of the remainder of the Maragon schools and closure of two non-performing schools within the group.

Earnings per share ("EPS") for the six months ended 30 June 2021 is expected to be between 66% and 71% higher than the comparative period or between 55.8 and 57.5 cents per share as compared to 33.6 cents per share for the comparative period, including the effect of the above adjustments.

The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors.

ADvTECH expects to release results for the six months ended 30 June 2021 on the JSE’s Stock Exchange News Service on or about Tuesday, 31 August 2021.

11 August 2021

Johannesburg

SENS Announcement | 24 June 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 24 Jun 2021 11:38:02 GMT

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 DIRECTOR’S ASSOCIATE

In compliance with the JSE Limited Listing Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an associate of an ADvTECH director:

*Mr. MM Nkosi has an indirect beneficial interest in Value Capital Partners Proprietary Limited (“VCP”), which is the registered investment manager to Value Capital Partners H4 QI Hedge Fund and various other funds.

24 June 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 17 June 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 17 Jun 2021 10:30:41 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CHANGES TO THE IMPORTANT FUNCTIONS OF DIRECTORS

In accordance with paragraph 3.59(c) of the JSE Limited Listings Requirements, shareholders are hereby advised of the following appointments to the Remuneration, TSEC, Nominations and Investment Committees:

Mr. Monde Nkosi, a current non-executive director of the ADvTECH Board, has been appointed to the Remuneration, Nominations and Investment Committees;

Ms. Jacqueline Chimhanzi, a current independent non-executive director of the ADvTECH Board and a member of the Audit and Risk Committee, has been appointed to the TSEC Committee;

Ms. Konehali Gugushe, a current independent non-executive director of the ADvTECH Board and a member of the Audit and Risk and TSEC Committees, has been appointed as the chairperson to the TSEC Committee; and

Mr. Clive Thomson, a current independent non-executive director of the ADvTECH Board and a member of the Audit and Risk Committee, has been appointed to the Investment Committee.

Johannesburg

17 June 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 11 June 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 11 Jun 2021 14:19:50 GMT

ADvTECH Limited

Registration number 1990/001119/06

Share code: ADH

ISIN number: ZAE000031035

(“ADvTECH”)

DEALING IN SECURITIES BY DIRECTOR’S ASSOCIATE

11 June 2021

Sandton

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 11 June 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 11 Jun 2021 14:16:03 GMT

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 DIRECTORS AND PRESCRIBED OFFICERS

The date of vesting is 21 May 2024.

11 June 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

No Mid-Years? No problem. How to make the best of extra Matric teaching time

tthomas@advtech.co.za (Tamara Thomas) — Wed, 09 Jun 2021 06:18:44 GMT

The Matric mid-year exams normally provide a valuable opportunity for Grade 12s to get in the right frame of mind for their all-important final exams later in the year, and for them to get a good idea of how far they’ve come and how much ground still needs to be covered. However the Department of Basic Education has announced that the Matric mid-year exams will once again fall away this year as a result of the impact of Covid, lockdowns and other mitigation measures, to allow for additional teaching time so that Matrics can complete the whole curriculum.

An education expert says while it is unfortunate that Matrics will once again lose the opportunity to write an official mid-year exam as a result of our current circumstances, Matrics can, with the right approach, turn this negative into a positive and use the extra time to their advantage.

“Unfortunately, like the Class of 2020 before them, the Class of 2021 are again facing the most important year of their school careers under very difficult and unusual circumstances,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“As pointed out by Minister Angie Motshekga, many Grade 12s would have lost as much as 60% of teaching time this year, on top of the fact that they didn’t finish last year’s curriculum. Additionally, they also had to sacrifice holiday time to make up for lost teaching days. All things considered, it is clear that this year’s Matrics are again under a lot of strain, and being called upon to perform to the best of their ability under rather difficult circumstances,” says Payne.

However there are ways in which they can mitigate the impact of their circumstances, and ensure they make as much as possible with what they do have available before sitting for their final exams later this year, she says.

“It is important to realise that you are not alone, and that it is okay to not feel okay all the time. But then also to make the choice that you are going to do the best that you can do with the resources and support you do have available, and even to get a little creative in the process,” says Payne.

STEP ONE: MAKE THE BEST OF TEACHING TIME

“Get as much as possible from your contact classes, and be sure to do all you can to grasp key concepts. If you don’t understand something, keep asking for assistance and clarification until you do. If you are studying at home and you find there is something you don’t understand, keep a list of questions to ask your teachers when you are back in class again.

“Don’t just move on to the next thing and think you are going to come back to challenging work later – steadfastly build on your knowledge so that you can continue with confidence.”

STEP TWO: TAKE CARE OF YOUR MENTAL AND EMOTIONAL WELLBEING

Matric is a tough year even under normal circumstances. This year’s Matrics didn’t only have to face the unprecedented challenges of last year, but have now had to contend with an environment filled with uncertainty, unusual requirements such as masking and interrupted teaching time, and fear of the future for close on a year and a half.

“Unfortunately, things didn’t return to normal at the strike of midnight on December 31 2020, and the tough times continue to this day. The events of the past year have left their mark on the psyches of all, and Matrics should understand that it is okay to not be okay given the circumstances.

“So if you are feeling overwhelmed or anxious, recognise and acknowledge this fact, and reach out to a trusted adult for support and assistance. Try to look after your physical wellbeing as much as possible, by getting enough sleep, fresh air, and exercise if you are up to it. When things get too much, take a timeout, practise deep breathing, and return to the task at hand when you are feeling better.”

STEP 3: GET CREATIVE WITH YOUR LEARNING

Payne says that even though most Matrics in South Africa won’t be writing their mid-year exams, anyone can still set up their own mock exams – alone or with friends.

“Make a fun activity of it, by getting past exam papers from your school library, your teacher or online, and simulate an exam environment. Sit down with your clock and all the supplies necessary, and pretend you are in fact writing an exam within the allotted time.

“This will give you a good framework from which to proceed with your learning, because you’ll be able to see whether you need to work faster, get a feel for the different formats of questions, and also insight into which work requires additional attention. After completing the paper, you and your study partners can go over the questions together, which is an additional learning opportunity.”

STEP 4: FIND AND USE ADDITIONAL RESOURCES

Last year, and continuing this year, the national and provincial education departments ensured that they loaded a host of additional resources on their websites – from exam and study tips to past papers and other resources. Additionally, the public broadcaster regularly schedules lectures which can be viewed for free.

“Look further than just your own province’s website and see whether you can find additional resources on the websites of education departments in other provinces,” says Payne.

“There is also a myriad of videos on YouTube which can assist with those subjects or concepts in which you need additional help.”

STEP 5: KEEP THE END GOAL IN MIND

Things are tough right now, and the circumstances not ideal for performing at your best. However, by keeping the future in mind and connecting that to your daily efforts, you’ll be able to keep the momentum while building on the small victories of each day, says Payne

“Always remember what you are working towards. By doing your best every day, you’ll be able to finish your year to the best of your ability, which will open up opportunities for the future. Start considering your options for next year, and remember that universities and private higher education institutions are aware of the continuing difficulties facing this year’s Matrics. If you need help with your future vision, or even motivation to complete the year with a bang, don’t hesitate to visit a respected campus near you for help, support and guidance.”

SENS Announcement | 3 June 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 03 Jun 2021 10:15:27 GMT

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 DIRECTOR’S ASSOCIATE

In compliance with the JSE Limited Listing Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an associate of an ADvTECH director:

3 June 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Mood disorders – know the signs and ways to help your child

tthomas@advtech.co.za (Tamara Thomas) — Thu, 03 Jun 2021 06:08:59 GMT

One in eight young people between the ages of 5 and 19 are at risk of developing a mental disorder, of which Mood and Anxiety Disorders are the most prevalent. Emphasis on the mental health of young people recently increased as a result of the disruption caused by Covid -19 and lockdowns which exacerbated challenges that existed before the pandemic. It has therefore once again become important to not only start talking about the mental health of young people, but also to recognise symptoms and know where to look for help, an education and mental health expert says.

“The prevalence of mood difficulties among young people is increasingly becoming a concern internationally,” says Dr Jacques Mostert, Brand Academic Manager at ADvTECH, SA’s leading private education provider. Dr Mostert holds a PhD in Psychology of Education and is globally renowned in his field, having conducted experiential research in education in Denmark, the UK, South Africa and The Netherlands.

Dr Mostert notes that an estimated 24% of teens between the ages of 11 to 19 suffer from depression caused by the home environment, 25% are subject to cyber-bullying and loneliness, 92% of LGBT youth report depression during the ages of 11 to 19, and 80% of teens between the ages of 11 to 19 report a sense of isolation that causes them to feel depressed.

“It is very important to understand the signs of depression, so that action can be taken timeously should concerns about the mental wellbeing of a child arise,” says Dr Mostert.

“Teachers and parents can recognise the onset of depression when a sudden change in behaviour becomes apparent and continues for at least 3 weeks or longer. These include an atypical lack of energy, becoming increasingly irritable and agitated without a rational explanation, and a sense of being down in the dumps for no reason.”

Some adolescents may withdraw from friends and family over a sustained period of time, he notes, adding that this is especially concerning if this is atypical of the normal interactions of the teen.

“Another red flag is the inability to concentrate in class where ADHD or other non-neurotypical difficulties are not present, as well as regularly failing to complete classroom and homework assignments in time or often being late to class because of feeling overwhelmed.

“This, coupled with unusually defiant behaviour towards teachers and other school staff, especially if this is non-typical behaviour, may indicate that the teen is experiencing difficulties with mood and affect.”

In the same way as with anxiety difficulties and disorder, the student often asks to go to go home because of feeling ill with no discernable symptoms. The teen often has days off from class time due to doctor’s appointments, hospitalisation, or inability to attend classes.

Changes in sleep patterns, a significant weight loss or gain in a short period of time and disinterest in hobbies or areas where the teen previously showed interest also raise concerns about the mental wellbeing of the teenager.

Finally, a loss of future-mindedness, or talk about death or suicide, engaging in risky or self-destructive behaviour (drinking alcohol, taking drugs, or cutting, for example) are clear signs of the teen suffering from mood difficulties or a possible mood disorder.

“Not all of the above need to be present, but if there is a discernable and drastic change in a young person’s behaviour which continues for a period of several weeks or longer, intervention is necessary,” Dr Mostert says.

He says first steps teachers and parents can take to help their child deal with depression at home and in the classroom include:

DEVELOPING COLLABORATIVE RELATIONSHIPS

Parents of teenagers should develop the habit of listening with empathy and not give in to the easier way out of lecturing. However, it must also be said that parents should be gentle yet persistent when it comes to holding realistic expectations of their child.

AVOIDING NEGATIVE TECHNIQUE STRATEGIES

Punishment, sarcasm, disparagement, and passive-aggression is a way of affirming the depressed teenager’s belief of not being worthy or a valued member of the family or society. Parents must be willing to be vulnerable and acknowledge their own and their teenager’s feelings, especially at a time of disruption such as the Covid – 19 pandemic.

NOT LOWERING EXPECTATIONS OR GIVING UNEARNED REWARDS

Realistic and earned rewards is one of the most important tools in a parent’s approach to supporting their depressed child. The sense of having earned a reward, and receiving acknowledgement for an aspect of their life they find significant affirms a sense of value. However, the opposite is also true. Unearned praise leaves the teenager with a feeling of inauthenticity and affirms their already negative self-perception.

PLANNING FOR EARNED SUCCESS

Activities that are of interest often fall by the wayside when teenagers are depressed. Often parents try to arrange and engage in these activities as a panacea to their teenager’s depression. However, this may exacerbate the young person’s feeling of worthlessness. Parents should find novel and interesting activities that may lead to earned success. This may include DIY activities around the house or asking for help with a specific app or technology in which, when success is achieved, due praise is earned.

“Most importantly, parents should trust their gut,” Dr Mostert says.

“If your teenager insists that nothing is wrong, despite a prolonged period of depressed mood or being diagnosed with major depressive disorder or bipolar disorder, parents should trust their instincts and seek help.

“Should the above techniques not bring about an improvement in the mental wellbeing, parents should seek advice from their medical practitioner or a psychiatrist.”

SENS Announcement | 27 May 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 27 May 2021 13:34:24 GMT

ADvTECH LIMITED

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

Retirement of Doctor Shirley Zinn as Non-Executive Director

In accordance with paragraph 3.59 of the JSE Limited Listings Requirements (“JSE Listing Requirements”) and ADvTECH’s policy on long tenure directors, the Board of Directors (“the Board”) informs shareholders that Doctor Shirley Zinn (“Shirley”) will be retiring as non-executive director and chair and member of the Remuneration Committee, effective 31 December 2021. Shirley will also step down from the Nominations, Investment and TSEC Committees.

The Board would like to thank Shirley for her valued contribution to date and look forward to her continued contribution over the next few months.

27 May 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 27 May 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 27 May 2021 13:33:14 GMT

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 2021 ANNUAL GENERAL MEETING AND BUSINESS UPDATE

In terms of section 3.91 of the JSE Listings Requirements, shareholders are hereby advised that at the annual general meeting of shareholders of the Company held Thursday 27 May 2021, 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 meeting was well attended by 445 095 375 ADvTECH shares, representing 80.66% of the total ordinary issued share capital of ADvTECH, voting in person or by proxy.

1. Ordinary resolution number 1: Adoption of the annual financial statements

2. Ordinary resolution number 2: Appointment of Mr CB Thomson as a non-executive director

3. Ordinary resolution number 3: Appointment of Mr MM Nkosi as a non-executive director

4. Ordinary resolution number 4: Re-election of Professor SA Zinn as a non-executive director

5. Ordinary resolution number 5: Re-election of Mr KDM Warburton as a member and chairman of the audit and risk committee

6. Ordinary resolution number 6: Re-election of Dr JS Chimhanzi as a member of the audit and risk committee

7. Ordinary resolution number 7: Re-election of Ms KM Gugushe as a member of the audit and risk committee

8. Ordinary resolution number 8: Election of Mr CB Thomson as a member of the audit and risk committee

9. Ordinary resolution number 9: Appointment of external auditors

10. Ordinary resolution number 10: Issuing shares for cash

11. Ordinary resolution number 11: Signature of documents

12. Non-binding advisory vote number 1: Remuneration policy

13. Non-binding advisory vote number 2: Implementation report

14. Special resolution number 1: Approval of non-executive directors’ fees

15. Special resolution number 2: Authority to make loans or give financial assistance to subsidiaries and related or inter-related companies

16. Special resolution number 3: General authority for the acquisition of shares issued by the Company

In a business update to shareholders at the AGM, Group CEO, Roy Douglas, indicated that the business continues to perform in line with expectations. Enrolment numbers within the schools division, as published in March 2021, were pleasing. Following the delayed release of Matric results, the Group can now confirm that tertiary enrolments for 2021 were satisfactory. The Group is also encouraged by the significant improvement in collections in the current year, but continues to remain cautious in the context of the constrained consumer environment.

Overall, there have no discernible changes in customer behaviour as a result of the ongoing COVID-19 pandemic. The portfolio of schools within the Group remain well positioned to cater for the various needs of consumers. The Group will continue to monitor developments with regard to the third wave of pandemic very closely. It remains confident in its ability to seamlessly transition students to online learning if necessary.

The Group remains committed to offering academic excellence, minimising the economic impact on its stakeholders, and ensuring the sustainability of its business through cash preservation and balance sheet management.

27 May 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

The Independent Journal of Teaching and Learning

tthomas@advtech.co.za (Tamara Thomas) — Wed, 26 May 2021 11:28:49 GMT

SENS Announcement | 3 May 2021

tthomas@advtech.co.za (Tamara Thomas) — Mon, 03 May 2021 09:49:38 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

JSE code: ADH ISIN: ZAE0000 31035

(“ADvTECH” or “the Company”)

AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE

Johannesburg

3 May 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

Anxiety at school: Helping your child survive and thrive

tthomas@advtech.co.za (Tamara Thomas) — Thu, 29 Apr 2021 13:11:21 GMT

Anxiety at school is not a new phenomenon, however, educators and parents alike recognise that there has been a significant increase in the prevalence of anxiety among children in the past year, as a result of Covid - 19, pandemic lockdowns, and measures to ensure the safety of children who are back at school or in the process of returning.

Anxiety is not to be dismissed or taken lightly, but the good news is that parents and teachers can take steps to ensure they firstly, recognise red flags in children and then respond appropriately, should there be concerns that a child is taking strain emotionally, an education expert says.

“Teachers and parents can recognise the onset of anxiety when a sudden change in behaviour becomes apparent and continues for at least three weeks or longer,” says Dr Jacques Mostert who holds a PhD in Psychology of Education and is Brand Academic Manager at ADvTECH, SA’s leading private education provider. Dr Mostert is globally renowned in his field, and has conducted experiential research in education in Denmark, the UK, South Africa and The Netherlands.

He says some of the signs to look out for include inattention and restlessness; attendance problems and clingy kids; disruptive behaviour that is not typical of the young person; trouble answering questions in class; an increase in problems generally, which could include a marked downturn in academic performance in certain subjects where usually there wasn’t a problem and if non-neurotypical difficulties are ruled out, such as ADHD or dyslexia. Finally, if a child starts avoiding socialising or group work, attention must be paid.

“Anxiety is your body’s normal reaction to perceived danger or important events,” says Dr Mostert.

“It is like your body’s internal alarm system that is set to alert you of dangers that may be life threatening and it helps your body to prepare to deal with danger. However, your internal alarm is not very good at recognising whether the danger you may face is indeed life threatening or not. For example, your body reacts by becoming nervous about being late to school and seeing a big spider in the bathroom in the same way. Neither are likely to cause real damage, yet your body remains alert and ready to run away in either case.”

Dr Mostert says anxiety or feeling nervous are normal emotions and can be expected during times of transition and change, especially during times of unprecedented disruption like the current Covid-19 pandemic.

“The news and social media are filled with reports of the danger of Covid-19, the virility of the virus and how to stay safe from infection. This is especially true for children and teens going back to school after their normal routines have been disrupted. Even young children who don’t watch news still pick up on the concerns of the adults around them, and constantly have safety measures reinforced in a way they were not before 2020.”

Many parents also remain concerned regarding children’s safety from the virus at school.

“While you as parent may be stressed about safety and Covid-19 safety procedures, this can be put in context by considering the excellent track records of schools where children have returned.”

If a parent has concerns about the anxiety of a child following the identification of symptoms which persist over weeks, they need to start tackling the problem at home, as the first line of response, says Dr Mostert.

“Routine is key in this. The first important step is to reinstate regular routines, including in the morning and evening. Nobody copes well when they are tired or hungry. Anxious children often don’t feel like eating breakfast, they might not feel hungry, or become nauseous after eating breakfast, so start making sure that your child gets back in the habit of getting some nutrition before heading to school.

“Also, make sure that your child wakes up early enough to avoid rushing to get to school. This of course means that you must ensure that your child goes to bed early enough, at a regular time. If your child spends hours before going to sleep on a device or social media, this is a habit that needs to end. It is not healthy for children or adults, for that matter.”

Dr Mostert notes that if a child becomes unusually quiet, or starts to ramble, this can also be an indication that they are anxious about returning to school.

“Children often seek reassurance that bad things won’t happen in order to reduce their worry. Rather than dismissing this behavior or becoming frustrated with them, acknowledge their fears. Avoid making light of their (and your own) anxiety by, for instance, saying there’s nothing to be worried about or that they’ll be fine. Instead, listen to them, acknowledge their feelings, and encourage your child to work through ways of solving their concerns with your assistance.”

In addition, there are practical ways to deal with anxiety in the moment, which include:

· Practising deep breathing

· Taking a break and going outside

· Talking about anxiety openly and objectively

· Getting moving

· Walking and talking

· Practising positive thinking and keeping a gratitude journal

· Trying to eat as healthy as is possible and drinking enough water

“When dealing with an anxious child, it is very important not to lecture or interrupt them, or to jump to conclusions or mock their fears.

“Instead, practise being a good listener, remain positive and retain a sense of humour, give positive feedback and reinforcement, aim to see fears from the child’s perspective. Helping your child through anxious periods is possible and an important part of their growth towards maturity. And, if your own efforts to help them do not yield results, there are many qualified and compassionate professionals who can help child and family get back on track.

“Adults should keep in mind that they play an important role in supporting children during this time to direct attention away from the concerns about friends, teachers, homework and Covid-19, by directing instead their thoughts toward the positives of seeing their friends, building relationships and new friendships, having the opportunity to interact with teachers and the safe environment of the school.”

Robust resourcefulness key to academic excellence despite COVID and curfews

dudaadmin@advtech.co.za (ADvTECH Group) — Thu, 29 Apr 2021 13:07:35 GMT

The visionary response by leading African private education provider ADvTECH in the face of Covid-curfews has ensured the sustainability of its ability to deliver academic excellence at its schools and universities across the continent, including in Kenya.

Last week, with the release of the Kenya Certificate of Primary Education results, it emerged that a staggering 43% of ADvTECH’s Makini School students scored As and A-s.

At its Crawford International School in Kenya, learning continued (and continues) online during curfew, and students performed exceptionally well during their inaugural IGCSE exams administered by the University of Cambridge. Three students got full-house As with one achieving seven A*(performance over 90 percent). On average, 4.2 As were achieved per student. 95 percent of all results fell within the A*-C bracket and 70 percent between A*-B bracket.

“Last year was an exceptionally challenging year for students and educators, but because of the resilience of our community and the robust support received from our Central Academic Team, which ensured learning could continue effectively despite lockdowns, we are well pleased that our students were able to continue their academic journey with minimal interruption,” says Jenny Coetzee, MD at Crawford International School.

Angelica Ouya, Education Director at the Makini Group of Schools, sister school of Crawford, says last week’s KCPE results tell an inspiring story.

“As with all schools, and all educational institutions, the challenges were many and varied. However we were able to ensure that our educators delivered thorough coverage of the entire syllabus, while continuing through e-learning.

“Notably, the collaboration and support system developed between educators, parents and students is a positive development that will remain well past the pandemic,” she says.

Makini had 281 candidates sit the exam in both their Nairobi and Kisumu campuses, while the Ngong campus had 196 students with 103 learners scoring As and A-s. The Kisumu campus, Makini School Kibos, sat for their fourth KCPE. 85 students took the exam, with 42 learners scoring As and A-s.

“We are so proud of our students. They really rose to the occasion and delivered fantastic and steady academic progress despite the challenges they faced as a result of the pandemic,” says Ouya.

Coetzee says the initial shock at the first stages of the pandemic quickly turned into positive action as a result of the strategy introduced by ADvTECH and the strong willingness on the part of educators, parents and students to make things work no matter what.

“Fortunately for our students, we were able to draw on the decades-long experience and technological development at ADvTECH, which saw them rapidly transition 75 000 students across Africa seamlessly to online tuition,” she says.

“Additionally, they recognised the need for additional support and pastoral care above and beyond the continuing of our students’ academic journeys, which went a long way towards assisting those employees, educators, students and parents who required holistic support.”

Coetzee and Ouya says there really is something to be said for not letting a crisis go to waste.

“While times were tough, we are emerging from this experience stronger and better able to deal with future challenges,” says Ouya.

Coetzee says the diversity, flexibility and agility of ADvTECH as a company, as well as of its employees, educators and students, proved to be the secret ingredient to success during this difficult time.

“ADvTECH has a rich diversity of offering which came into play. Not all our operations are schools only, so we were also able to draw on the strength of our Tertiary and Resourcing divisions, on top of the learnings and solutions from the other 140 schools in the group. So because we received learning solutions already developed in our tertiary division, we were able to be extremely resilient in changing to online teaching almost immediately while still offering a great product.”

On the Makini side, they were able to respond in an agile manner, by going online while also introducing an additional optional offering of the Cambridge system with the support of the Crawford School team.

“Our motto at Crawford is Tutum te Rebore Reddam, which means We will keep you safe by our strength. This truly played out during the pandemic and to this day, because we have two mighty schools that may been destroyed by Covid restrictions. However, because of the intellectual capital of the group, and the fortitude of our students, parents and educators, what could have been another tick on Covid’s tally of destruction has left us more empowered and ready to face the future than ever before. And instead of closing our doors, our school expanded, adding an additional 9 classrooms during this time to absorb the growth within the school, making us ready to ensure sustainable academic excellence for coming generations,” says Coetzee.

SENS Announcement | 22 April 2021

tthomas@advtech.co.za (Tamara Thomas) — Thu, 22 Apr 2021 09:51:50 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH”)

NO CHANGE STATEMENT AND NOTICE OF ANNUAL GENERAL MEETING

Shareholders are advised that the ADvTECH 2020 Annual Integrated Report (“Integrated Report”) has been published today. The annual financial statements in respect of the year ended 31 December 2020 as contained in the Integrated Report are unchanged from the preliminary report for the same period, published on SENS on 23 March 2021.

Electronic versions of the Annual Financial Statements and Deloitte & Touche’s unqualified report which incorporates key audit matters are available on the Company’s website at:

https://www.advtech.co.za/financial-results

The Integrated Report is available on the ADvTECH website: www.advtech.co.za

Shareholders who wish to electronically participate in and/or vote at the AGM are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on +27 11 520 7950/1/2 as soon as possible, but in any event no later than 10:00am on Tuesday, 25 May 2021. Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (CSDP) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in your custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Friday, 16 April 2021. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 21 May 2021. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 18 May 2021.

22 April 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 21 April 2021

tthomas@advtech.co.za (Tamara Thomas) — Wed, 21 Apr 2021 06:41:53 GMT

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

Johannesburg

21 April 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

Education interrupted: Time to talk about the future of our children

tthomas@advtech.co.za (Tamara Thomas) — Mon, 19 Apr 2021 07:04:22 GMT

It is easy for middle- and upper-class South Africans with access to schools that can accommodate social distancing and Covid protocols to begin to believe that, on the whole, except for the inconveniences of screening, masks and sanitation, education is returning to normal. However nothing could be further from the truth, an education expert says.

“Those of us with means are called to focus on the cost – the long-term cost and impact – to the children in South Africa. It is not dramatic to say that for most of the children ‘regular’ schooling has yet to resume,” says Dr Felicity Coughlan, Director at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Dr Coughlan says that while schools and educators are doing the best they can, often with limited resources, too many children, including those in reasonable well-resourced public schools, are still attending school on a rotation basis instead of full-time, because of space constraints and the inability to ensure social distancing.

“It is understood that children learn less when stressed and that in periods of social and civil unrest they are impacted not only by their lack of access to school, but also by what happens when they are at school and the ongoing and pervasive sense of uncertainty.”

This is where all our children are impacted. The learning conditions all children face are not optimal for the confidence and calm needed to learn best.

“We have a collective responsibility as society to think about and act upon this situation,” she says.

Some of the challenges we face are less obvious than others. On the matter of masks, for instance, science is very clear that they are a major weapon in the fight against infection, but this is not coming without cost.

“The experience of smiling and seeing the smiles of others is not just an emotional one – it changes the way our brains work as it releases hormones of pleasure. Smiling and seeing the smiles of others physically protects us against stress and its effects. Just not seeing the smiles of your classmates is a daily cost to children,” says Dr Coughlan.

“Learning mathematics is another example. It is a cumulative process and missing a step has long term consequences. If you are only at school three days out of five or every second week, there is no consistency in the learning process. Schools are being innovative and restructuring so much of what they do to cope with this, and they need to be commended for it, but each solution we put in place in these times has a cost and consequence.”

Dr Coughlan notes that to address the lack of in-person teaching time, some schools are using the hours children are at school in this disrupted manner to focus intensively on Maths and languages.

“This is understandable, but there is a social cost to relegating social subjects to at-home learning,” she says.

“Others are sending a great deal of work home which is fine if you understand the work to start with, but if not, that only compounds the problem. Others are making their teachers available for hours each day to respond on WhatsApp to children – depriving exhausted teachers of recuperation time. None of this is negligent and none of this is motivated by anything other than a desire to do the best possible.

“The problem is that the best possible is simply not good enough for two reasons. One is that it is contrary to what we currently understand about the way people best learn and interact. This would not be so serious if these were solutions to short-term problems only. Sums and smiling – these seem such trivial issues that we can deal with when things return to normal. And therein lies the problem – these are just indicators of what makes us effective as humans. In our complicated world where what was, is never going to come back, they are anything but simple or trivial.”

Dr Coughlin says we are not going back to a pre-COVID world - even if the vaccination programme does work future pandemics are not the matter of doomsayers only. And even if we are eventually able to smile at each other again at school without masks, the experience of being deprived of the some of the essentials of human engagement is already etched in our bodies and our psyches.

“We are already a violent and disconnected society plagued by poverty and despair. When we overlay that with the long-term impact of this current anxiety, the educational disruption of our all our young people, a faltering economy and a global world reverting to nationalistic tendencies, the future is truly frightening.”

Dr Coughlan notes it is common cause that counselling services and professionals are reporting increased loads.

“Are we just going to add these numbers and the increased rate of youth suicide to our statistics of living in the pandemic? Are we just going to lower our literacy and numeracy expectations even further? Or can we work collectively to fill the gaps and fix the fissures?

“We have to ask ourselves – as corporates, as parents, as the public broadcaster, as provincial departments and as universities – what role can we play to ameliorate the impact of this pandemic on the sums and smiles of all our children? We have long had an unequal playing field for South Africa’s less privileged children. Not only has the gap widened but the nature of the impact of this pandemic has put pressure on all parts of all systems all the time.”

Approaching halfway through our second year of the pandemic, your average ten-year-old, even those who are at school every day, still is not actually at school pursuing their educational journey in the way we know it needs to be, she says.

“Humans are ingenious – if we want to, we can figure it out. We need to listen with care and respect to the teachers who truly understand the impact of all of this on sums and smiles and we need to harness and spread the goodwill and excellence and solutions and new ways of thinking and being that they offer. To do this we have to accept that we are not waiting for the pandemic to be over as if there is a day on which this will end.

“We need to want to be different now, ready for that day, recognising that when that day comes, it will be another day in our collective future which is nothing like the last day any of us lived not knowing what COVID was. And if we do not accept that we must change and not wait for things around us to change, we will be judged accordingly by the state of sums and smiles of the next generation.”

Makini 2020 KCPE Candidates Performance Briefing: Congratulations!

tthomas@advtech.co.za (Tamara Thomas) — Mon, 19 Apr 2021 06:59:36 GMT

On Thursday 15 April 2021, Education CS George Magoha released the Kenya Certificate of Primary Education (KCPE) results at Mtihani House in Nairobi.

We are very proud of the Makini Class of 2020 for their good performance despite the Covid-19 pandemic. This has been a unique academic year, faced with uncommon challenges, but the results tell an inspiring story.

“We have walked with our candidates and we have finished the race strong. We ensured our educators delivered a thorough coverage of the entire syllabus. During the pandemic, we opened our doors to the digital era and continued through E-learning. We would also like to thank our parents for being very supportive thus far and putting God first through everything. We wish our candidates well as they progress to high school,” said John Muriithi, Upper Primary Headteacher at the Ngong Road campus.

Our top marks include the following:

Ngong Road campus:

Michelle Gichoya 421 marks
Kiarie Muranga 421 marks
Shawn Musyoka Mulei 417 marks

Makini School Kibos:

Sheila K. Momanyi 415 marks
Zwane Oricho 410 marks
Calvin Owour 409 marks

We had 281 candidates sit the exam in both our Nairobi and Kisumu campuses.

The Ngong Road campus had 196 students with over 90 learners scoring As and A-s.

Our Kisumu campus, Makini School Kibos, who have now sat for their fourth KCPE, had 85 students with over 30 learners scoring As and A-s.

“We are proud of our students. They have been working hard despite the pandemic and have shown steady academic progress through the highs and lows. They have been resilient and we congratulate and pray that they continue the good work even as they aim higher in their continued education journeys” said Margaret Wanyonyi, Upper Primary Headteacher at Makini School Kibos in Kisumu.

The Makini family, both staff and parents, has been instrumental in ensuring our learners did their best.

Congratulations to each of our candidates for putting their best foot forward.

SENS Announcement | 26 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 26 Mar 2021 08:26:36 GMT

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

Johannesburg

26 March 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 25 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 26 Mar 2021 05:54:03 GMT

ADvTECH LIMITED

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

Share code: ADH

ISIN: ZAE0000 31035

(“ADvTECH” or “the Company” or “the Group”)

Appointment of Monde Nkosi as Non-Executive Director

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Mr Monde Nkosi (“Monde”) as a non-executive director of the Company with effect from 1 April 2021.

Monde is an experienced investment professional in private and public equities in South Africa and the USA. He is currently an executive director and senior investment professional at Value Capital Partners (VCP), an investment firm that acts as an engaged shareholder in several JSE-listed entities. Prior to VCP, Monde was on the investment team of FFL Partners, a San-Francisco based private equity firm managing over USD2 billion.

Monde has served on the boards of several JSE-listed companies, including Grand Parade Investments Limited and Adcorp Holdings Limited.

Monde holds a Bachelor of Business Science from the University of Cape Town, a Master of Arts in Education from Stanford University and a Master of Business Administration from Stanford University.

Commenting on the appointment, ADvTECH Chairman Chris Boulle said: ‘We look forward to adding Monde’s investment and capital allocation expertise to the Board, which will add value to our business at ADvTECH.”

The ADvTECH group welcomes Monde to the Board and look forward to his contribution.

25 March 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 25 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 26 Mar 2021 05:52:06 GMT

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

Johannesburg

25 March 2021

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH DELIVERS RESILIENT OPERATIONAL AND FINANCIAL PERFOMANCE AND RESUMES DIVIDENDS.

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Mar 2021 07:00:41 GMT

Commenting on the results ADvTECH CEO Roy Douglas said: “ADvTECH has delivered a solid performance for the year ended 31 December 2020, driven by an improvement in the operational performance at the schools division, continued profit growth in tertiary and a robust result from the rest of Africa resourcing business. The good performance in the education division was despite an increase in loss allowance as a consequence of the COVID-19 pandemic and subsequent weak economy.

A true measure of a business’ character is how it responds to unprecedented circumstances. ADvTECH’s strategic resolve, committed employees, robust technology processes and infrastructure combined to effortlessly deliver high-quality education and a resilient financial performance. This is a clear demonstration of the soundness and sustainability of our business.”

Operational highlights

ADvTECH confidently commenced the 2020 financial year given the strategic foundation, across the schools, tertiary and resourcing divisions, that had been laid in previous years. The group enjoyed good enrolment growth and benefited from restructuring, rationalisation and cost saving initiatives. It was consequently well placed to withstand the effects of the COVID-19 pandemic, and respond timeously to continue offering high-quality, holistic education through various modes of delivery.

At the onset of the pandemic and throughout the period, the group prioritised the safety and wellbeing of all stakeholders, addressing the needs of its students and parents and continued to honor commitments to educators and our stakeholders.

· Rapidly transitioned 75 000 students seamlessly to online tuition without losing a single academic day

· Provided R47 million assistance to 5 386 families

· Heightened monitoring and additional counselling for the general wellbeing of stakeholders

· Provided distinct pastoral care in line with an all-embracing educational offering focused on the full range of needs of students, parents and educators

Financial highlights

The results for the year reflect the clear benefit of the strategic initiatives implemented over the past several years, as well as a focus on cash preservation and careful balance sheet management. In the first quarter of the financial year, the group continued to grow enrolments in the schools and tertiary divisions, while the resourcing division delivered a strong performance. The nine months to end December 2020, however, were characterised by greater volatility because of the lockdown restrictions. The group quickly adapted to this new environment via its sustainable cost control and cash preservation measures.

· Revenue up 8% to R5.5 billion (2019: R5.1 billion)

· Operating profit up 5% to R910 million (2019: R869 million)

· Normalised earnings per share increased by 5% to 89.8 cents (2019: 85.2 cents)

ADvTECH proactively managed costs in a such a way that it was able to maintain the delivery of academic excellence. Fee collection, although slightly short of targeted levels, improved in the second half of the year, and capital expenditure focused on increasing capacity on sites to meet demand and enhancing equipment to assist in the delivery of online and hybrid solutions. Taking the strong cash generation throughout the year and current financial position into account the group decided to declare a dividend of 20.0 cents (2019: 15.0 cents).

Divisional highlights

Both schools and tertiary divisions performed well regardless of the increase in loss allowance due to the impact of a weaker economy. The resourcing division’s business in the rest of Africa delivered a robust performance resulting in good revenue growth for the division.

In response to the unprecedented conditions posed by the COVID-19 pandemic, subsequent lockdown and economic contraction, ADvTECH elected not to increase school fees for 2021 and only marginally increased fees at the tertiary level. The group remains confident in the ongoing demand for quality education in South Africa and across the continent.

Schools division: Sustained quality education via agile offering and multiple modes of delivery

· School student enrolment up 5%.

· Revenue up 4% and operating profit up 7%.

· Efficient business model delivered good results.

· Comprehensive range and flexibility in delivering quality education in a challenging environment.

· Encouraging growth experienced in mid-fee sector (opened Pinnacle Linden and Pinnacle Waterfall in 2020).

· Sustained momentum in the premium fee segment via the opening of Trinityhouse Glenvista in 2020.

· Evolve Online School, opened in 2021 offering an MIT developed programme has enrolled 447 students already.

· Continued to build scale in rest of Africa by increasing enrolments by 10% in 2021.

· Crawford International School, in Kenya, offering the Cambridge International Curriculum, shifted to online tuition and successfully completed the academic year in July 2020.

· Gaborone International School continued to perform well and proceeded with online tuition during Botswana’s lockdowns.

· Revenue in rest of Africa impacted by Makini School, in Kenya, being unable to invoice fees following Kenyan government directive to defer the school year in response to COVID-19.

Tertiary division/ “Private University”: Quality established academic offering and delivery methods delivery - resilient performance

· Revenue up 9% and operating profit up 9%.

· The agility of the operational teams ensured a resilient performance.

· Well established brands with respected value proposition.

· Flexible academic offering and delivery method meant a seamless transition to online studies.

· 2021 enrollment cycle delayed due to late release of matric results.

Resourcing division: Remains profitable due to a good performance in the rest of Africa

· Swift management action to protect the business in difficult circumstances.

· Strategy to expand into the rest of Africa allowed the resourcing division to remain profitable despite the extremely challenging environment in South Africa.

· Growth delivered by operations in the rest of Africa, increasing revenue by 39% and operating profit by 42%.

· Resourcing division remained profitable by having strategically expanded into the rest of Africa.

· Hiring activity in South Africa came to a complete standstill in April and May.

Commenting on the group’s prospects Douglas said: “We remain satisfied that the group has sufficient resilience to navigate through the subdued economic environment. Our focus remains squarely on serving our customers to the best of our ability.

ADvTECH will remain bold and ambitious in the face of these challenging conditions as we believe our performance in 2020 has put us firmly on the front foot. Our strong cash generation and sound balance sheet, together with sustainable cost and capital expenditure containment measures, affords the group significant capacity to navigate any future uncertainty. Overall, the group remains confident in its ability to rapidly implement flexible, quality education delivery models, and provide a consistent value proposition across all our brands.”

SENS Announcement | 23 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Mar 2021 07:00:32 GMT

SENS Announcement | 16 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Tue, 16 Mar 2021 10:25:51 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH” or “the Company”)

DIRECTOR NOT STANDING FOR RE-ELECTION

In terms of paragraph 3.59 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the Board of Directors (“the Board”) informs the shareholders that Mr. Jens Zimmermann will not stand for re-election and will be retiring by rotation at the AGM to be held in May 2021 after having provided his services to the board for a period of 3 years.

The Board would like to thank Mr. Zimmermann for his invaluable contribution and wishes him well in his future endeavours.

16 March 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 15 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Mon, 15 Mar 2021 10:37:17 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the company” or “ADvTECH” or “the group”)

VOLUNTARY TRADING STATEMENT AND OPERATING UPDATE FOR THE YEAR ENDED 31 DECEMBER 2020

Commenting on the group’s operating update for the year ended 31 December 2020, ADvTECH CEO, Roy Douglas said: “One of the measures of a business’ success is how robustly it responds to the unexpected. In the face of fluctuating challenges in 2020, ADvTECH came through with flying colours.”

Overview of Performance

ADvTECH had a strong start to the financial year with our schools, tertiary and resourcing divisions all reaping the rewards of strategic decisions taken in previous periods. ADvTECH enjoyed good enrolment growth and witnessed the benefits from our restructuring, rationalisation and cost saving initiatives, resulting in the group being well-positioned to withstand the effects of the COVID-19 pandemic.

The commitment and adaptability of our employees, together with the support of our students, resulted in not a single academic day being lost in the rapid and smooth transition of more than 75 000 students to high-quality online tuition. Subsequently the group’s students, both in schools and tertiary divisions, completed their academic years successfully. This underscores the group’s core strategy, and ability, to continue with our educational offering at any time, at any place and through our students’ preferred mode of delivery, either in person or online.

The underlying financial performance of the group during the year ended 31 December 2020 has been most encouraging with a sustained level of performance, resulting from an improved operational performance in schools, continued profit growth in tertiary and a robust result from the rest of Africa resourcing business. The good performance in the education divisions was regardless of an increase in the loss allowance due to the impact of the weaker economy.

ADvTECH remains sustainable, well positioned and is confident that we will navigate through this period, responding efficiently and effectively to any changes in the operating environment. Our confidence is based on the fact that we have enjoyed good school enrolments in 2021, and while the tertiary enrolment cycle has been unavoidably affected due to the disruption of delayed matric results, our student retention rates are encouraging and the new student enrolments are at this stage, in line with expectations.

Trading Statement

The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results.

NEPS for the year ended 31 December 2020 is expected to be between 2% and 7% higher than the comparative reporting period for the year ended 31 December 2019 ("the comparative period") or between 86.9 and 91.2 cents per share as compared to 85.2 cents per share in the comparative period when omitting the one-off aspects from consideration.

To calculate Headline earnings per share (“HEPS”), the following adjustments are excluded from NEPS:

legal and other corporate actions costs;
write-off of deferred tax assets in subsidiaries where it is considered non-recoverable; and
gain on the settlement of contingent consideration paid.

HEPS is expected to be between 3% and 8% higher than the comparative period or between 88.6 and 92.9 cents per share as compared to 86.0 cents per share in the comparative period.

To calculate Earnings per share (“EPS”), the following adjustments are excluded from HEPS:

The loss on disposal of University of Africa;
The one-off non-cash accounting impairment on the intended re-branding of the remainder of the Maragon schools and closure of two non-performing schools within the group; and
Profit on sale of property, plant and equipment.

Shareholders are advised that basic earnings per share ("EPS") for the year ended 31 December 2020 is expected to be between 5% and 0% lower than the comparative period. EPS is expected to be between 82.7 and 87.1 cents per share as compared to 87.1 cents per share for the comparative period, including the effect of the above adjustments.

ADvTECH expects to release results for the year ended 31 December 2020 on the Stock Exchange News Service on or about Tuesday, 23 March 2021. Any forward-looking statements contained in this announcement have not been reviewed nor reported on by the company’s auditors.

15 March 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 12 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 12 Mar 2021 09:31:03 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company” or “the Group”)

APPOINTMENT OF CLIVE BRADNEY THOMSON AS INDEPENDENT NON-EXECUTIVE DIRECTOR

In accordance with paragraph 3.59 (a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is pleased to announce the appointment of Mr Clive Bradney Thomson (“Clive”) as an independent non-executive director of the Company with effect from 12 March 2021. Clive will also serve as a member of the Group’s Audit and Risk Committee.

Clive is a Chartered Accountant (SA) with more than 20 years working experience in senior leadership and executive roles. Clive served as the Chief Executive Officer of Barloworld Limited (“Barloworld”) for a period of approximately ten years. During his tenure at Barloworld, Clive served as the chairman of the divisional boards of Barloworld’s major operating subsidiaries and was responsible for leading the Caterpillar equipment businesses in Southern Africa, Russia and Iberia.

He was also a non-executive director of Pretoria Portland Cement Company Limited (“PPC”) and a member of the PPC audit committee for a period of approximately three years prior to its unbundling from the Barloworld group.

Prior to joining Barloworld, Clive was a partner at Deloitte responsible for audit client services and also served in the accounting technical advisory and education portfolios.

Clive is currently an independent non-executive director of Woolworths Holdings Limited and Vodacom Group Limited and a non-executive director of Borusan Makina.

Commenting on the appointment, ADvTECH Chairman Chris Boulle said:

"We look forward to adding Clive’s broad range of expertise and leadership qualities to the Board, which will add value to our business at ADvTECH.”

The ADvTECH group welcomes Clive to the Board and look forward to his contribution.

12 March 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Junior High Roadmap: Take the long view but make every day count

tthomas@advtech.co.za (Tamara Thomas) — Tue, 09 Mar 2021 06:37:40 GMT

High school is an exciting if sometimes scary and demanding stage of a young person’s life, and it requires of them to balance a daily focus on learning and academic work while also continuously considering their future and where they are headed.

These competing considerations – the focus on now while also not losing sight of tomorrow – can cause uncertainty and anxiety, but using a framework on the way can have a significant impact on creating peace of mind and successful outcomes, says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“By getting into the right frame of mind, and armed with a daily plan of action, you can incrementally build your way towards great results in Matric, and opportunities that align with your vision thereafter,” she says.

“What Covid has made clear, is that we need to use every day to our advantage. Small wins compound, but if you procrastinate, you might just find yourself in an impossible position down the line.”

Dr Mooney says junior high school students should strategise for thelong game, and combine that with short-term action plans so that they are able to start senior high in as strong a position as possible, by doing the following:

KEEP ON TOP OF THINGS EVERY DAY

“Make sure that you master the work done in class every day. Do your homework to the best of your ability, and if there are concepts you don’t understand, ask for help and assistance until you do. Don’t push things to the side and think you are going to deal with them later, because later you may just have too many things to deal with and then you’ll start feeling overwhelmed.

“By doing a little bit every day to cement new knowledge, you are building a strong foundation for the future, and your learning muscles and confidence are strengthened.”

DON’T GO OFF THE RAILS – ASK FOR HELP

High school comes with a host of firsts – good ones and not so good ones, notes Dr Mooney.

“You’ll be faced with exciting new opportunities but also temptations. Don’t lose sight of what you are building towards, and always consider how your choices will impact on your future. Your freedom will be increasing, but so will your responsibilities. Make wise choices and enjoy your journey towards adulthood, while also being careful not to make choices that can turn into hurdles down the line. In particular, be extremely circumspect where social media is concerned as small missteps can have huge consequences.

“If you find yourself struggling – academically, mentally, emotionally, physically – know that there are many avenues you can turn to for help. There could be trusted adults in the community, teachers, organisations and even online resources to which you can turn. Don’t despair if you are finding yourself in a difficult spot. There are support and resources available, so keep looking for help until you find it.”

CONSTANTLY EVALUATE WHERE YOU ARE HEADED

You may have an idea of what you want to do when you Matriculate, or you may not. Whichever it is, junior high school provides the opportunity for you to consider your options while you still have plenty of time.

“Keep in mind that you will need to make subject choices in Grade Nine, which will impact greatly on your options after you finish school,” says Dr Mooney.

So as you progress through the days, weeks and months of junior high, consider where your strengths lie, and how these might match up to a future career.

“This is why it is important to not leave your investigation of your future studies until Matric, because by then you may have dropped the subjects you would have needed to apply for your qualification of choice. If you think you are terrible at Maths and want to drop it as soon as you are able to, consider which careers you will be ruling out if you do so.

“If you don’t know the answer to that, it is worth finding out by for instance doing online research, or speaking to student advisors at higher education institutions about fields that interest you, and what the entry requirements for those would be.”

START TO BROADEN YOUR HORIZONS

The world is evolving rapidly and by the time junior high learners matriculate, it will look completely different from the way it looks today.

In junior high, young people should start developing themselves holistically, and start learning about things outside of their current field of experience and frame of reference. For instance, they can start keeping up with the daily news so that they know what’s going on in the country and the rest of the world. They could also start cultivating a hobby to develop their creative side and ensure they get regular exercise through group or individual sport.

“You are now at the stage of your life where you are starting to develop into the adult you will become. As the saying goes - with some creative licence taken here - there are things we know, things we don’t know, and then things we don’t know we don’t know. Your school will be teaching you about the things you don’t know, but it is your responsibility to be curious about the world and start finding out about the things you didn’t even know you didn’t know.

“You may find that there is a whole world of opportunities that get you excited in terms of your future, that you were never exposed to before. So every day, do your best to ensure you continue to grow academically, while also firmly considering where you are headed by researching where the world is moving and where your future opportunity might lie.”

SENS Announcement | 1 March 2021

tthomas@advtech.co.za (Tamara Thomas) — Mon, 01 Mar 2021 10:20:40 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH” or “the Company”)

DIRECTOR NOT STANDING FOR RE-ELECTION

In terms of paragraph 3.59 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the Board of Directors (“the Board”) informs the shareholders that Dr. Jane Hofmeyr (Chairperson of the TSEC Committee) will be retiring by rotation and not stand for re-election at the AGM to be held in May 2021 after having provided her services to the board for a period of 4 years.

The Board would like to thank Dr. Hofmeyr for her invaluable contribution and wishes her well in her future endeavours.

1 March 2021

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary LimitedThe 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.

Grade 12 Results: Don’t settle for less if you didn’t perform at your best

tthomas@advtech.co.za (Tamara Thomas) — Mon, 22 Feb 2021 05:59:54 GMT

As the Department of Basic Education prepares to release the Matric results of 2020 next week, many young people are nervously awaiting results, either knowing that they didn’t perform to the best of their ability, or with no idea of what to expect and what they would do if they didn’t do well. It is however important to know that there are various options available if things didn’t go as planned, and not worry about what came before, but rather focus on what actions can be taken going forward, an education expert says.

“At the beginning of each year, we set ourselves goals and enthusiastically make New Year’s resolutions. For a significant number of young people, this also means embarking on a new adventure, transitioning from the structured life of school to the exciting world of adulthood,” says Dr Jacques Mostert, Academic Manager for ADvTECH’s Abbotts College .

“This rite of passage usually goes along with making plans for further education and training. But what happens if things don’t go according to plan, and instead of going on to further study, you are faced with the reality that your Matric results were not good enough to start out on this new journey just yet?”

Mostert says the enthusiasm of looking towards a future filled with potential and promise can sometimes be dampened by Grade 12 results that are not as good as what were expected.

“Usually this results in a reshuffling of plans, a rush to come up with Plan B, or desperate calls to schools to enquire about re-marks or a second attempt to writing the exam. But these aren’t always the best approaches available and settling for second best need not be the way forward.”

Before making instant decisions about what to do if things didn’t go as planned, there are a few things that parents and young adults must consider, says Mostert: Embracing the power of “yet”; making a mind-set change from feeling helpless towards taking control, and embracing a growth mindset geared towards the future.

Embrace the power of “yet”

Dwelling on the past, and constantly going over the ‘what ifs’, can be debilitating, says Mostert.

“Notwithstanding the cliché of letting the past remain in the past, for a young adult with high expectations experiencing disappointment, letting bygones be bygones isn’t that easy. Accepting that a goal may not have been reached yet, and embracing the power of possibility, young people can develop a resilience that will inevitably become paramount in their personal and professional development.”

From hopeless to taking back control

The anxiety that goes hand in hand with making life-altering decisions without considering all the options is a considerable contributing factor of a sense of helplessness both parents and young adults experience, notes Mostert.

“Deciding to change course and settle for less should not be an option. We tend to believe that in the modern world of the fourth industrial revolution and omnipresent social media, there exists a set timeline to reach arbitrary milestones. The reality is that there is no set end date for reaching any goal. Young people should look past peer pressure, and take action to get back on track towards fulfilling their goals.”

Developing a growth mindset

Mostert says that no matter how attractive moving out of the house, embracing independence and forging a new future may seem, there are two inevitabilities of life, other than paying tax, every young adult must face.

The first is that change is ubiquitous and the second is that getting better never stops. Learning, especially in an ever-shrinking global market, never stops.

“Disruption isn’t always as negative as we may think at first. Taking a moment to consider all the options available and considering an alternative that at first did not look like an option often allows a person to embark on a pathway towards success.”

Mostert says apart from the usual avenues of rewrites and remarks young people might consider when receiving less than stellar results, they also have the option of redoing Matric or even just improving their subjects, to ensure they can still pursue their dreams, albeit a little bit later than initially planned.

“At Abbotts College High School, students can enrol part-time to upgrade their subjects, for instance. This approach provides students the chance to increase their marks and that enables them to meet their tertiary Admission Point Score (APS) in order to be accepted to study in the field of their dreams.”

He says while many students may not be keen to return to a school setting, institutions such as Abbotts College provide a different kind of environment which is more in line with a college campus, because the focus is on academic improvement, not rules and uniforms.

“We believe that every student is able to develop and achieve academic success, wherever it is that they start from. Improving subjects or redoing Matric in an environment that treats you like a young adult while still following a structured and organised routine, enables students to put the disappointment behind them and become increasingly independent as they manage themselves and their learning.

“Last year was an exceptionally difficult one for the Class of 2020, and for those whose results are not yet in a space which allows them to pursue their vision, our message is clear. If you take a little extra time now to invest in starting from a solid foundation, this temporary hurdle will soon be forgotten, as you embark on the path that you intended a few months down the line.”’

SENS Announcement | 19 February 2021

tthomas@advtech.co.za (Tamara Thomas) — Fri, 19 Feb 2021 11:25:36 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

DISCLOSURE OF ACQUISITION OF SECURITIES

In accordance with section 122(3)(b) of the Companies Act No. 71 of 2008 as amended and paragraph 3.83(b) of the Listings Requirements of the JSE Limited, shareholders are hereby advised that ADvTECH has received formal notification in the prescribed form that the collective interest in the securities of the Company held by funds managed by Value Capital Partners (Pty) Ltd, has increased such that its total interest in the securities of ADvTECH collectively has increased to 5.91% of the total issued securities of that class in the ordinary share capital of the Company.

Johannesburg

19 February 2021

Sponsor: Bridge Capital Advisors Proprietary Limited.

Interview with Dr Greg Pienaar on the Real Health TV show

tthomas@advtech.co.za (Tamara Thomas) — Fri, 19 Feb 2021 05:58:08 GMT

Congratulations to all our Matric Top Achievers

tthomas@advtech.co.za (Tamara Thomas) — Fri, 19 Feb 2021 05:51:14 GMT

Watch: Evolve Online School's Colin Northmore discusses online schooling

tthomas@advtech.co.za (Tamara Thomas) — Thu, 18 Feb 2021 11:25:16 GMT

Online, not isolated: Personal connection key to academic success

tthomas@advtech.co.za (Tamara Thomas) — Tue, 16 Feb 2021 03:58:54 GMT

Amid the explosion in online or distance learning offerings at both basic, higher and further education levels following the 2020 Covid lockdowns, education experts have urged parents and prospective students to carefully consider an institution and its programmes before signing up for this mode of learning.

“It is absolutely crucial that one looks at not only the registration and accreditation status of an institution, but also investigate its ability to provide the highest quality of academic excellence,” says Colin Northmore, Principal at Evolve Online School, a brand of ADvTECH, Africa’s leading private education provider.

Northmore says once the credentials and logistical ability of an institution to deliver a quality education have been established, there is one non-negotiable consideration that must be taken into account.

“A recent survey by The Independent Institute of Education has confirmed that the key element to successful learning during lockdown, was the ability of an institution to keep students connected, engaged and motivated,” he says.

Northmore says many online or distance learning providers merely provide a paper-behind-glass style curriculum, which makes it extremely difficult for students, especially young ones, to get deeply involved in and excited about their learning journey.

“As many parents experienced during lockdown, some schools made the mistake of trying to run a synchronous timetable by trying to follow the same schedule they would have if the students had been attending live lessons. Proper online schooling does not work this way, which is why parents must carefully evaluate their options.”

Being an online learner is like home-schooling with one significant difference, he says.

“Online students following excellent programmes will gradually become more and more capable of learning without any adult assistance at home. It is a feature of an excellent online school that we provide a process for children to learn the skills they need to be independent learners,” he says.

“This process includes self-pacing, time management and the ability to schedule their day. It also includes teaching children to work collaboratively with peers in remote locations. No parent should choose online learning for their children without expecting the learning process to be delightfully different.”

Northmore says a good online school that focuses on the holistic development of children must have a strong focus on foundational, social and emotional learning skills, and sufficient personal attention and interaction with educators, mentors and coaches.

Elbie Liebenberg, MD of MindSharp, a premium dynamic digital learning platform aimed at upskilling individuals and corporate teams agrees regarding the importance of human engagement and support as part of the online learning journey.

“Online learning is much harder and motivation is impacted when the student is left to their own devices, only to submit the occasional assignment to a generic e-mail address,” she says.

“For online learning to be successful and enjoyable, the human touch, engagement, feedback and support are very important factors.”

Liebenberg says there are a host of professional development platforms online which are similar in terms of their offering, so prospective students must seek out those programmes where they don’t simply receive modules that they have to wade through on their own, which increases the likelihood of bailing out before the successful completion of a programme due to feelings of boredom and isolation.

“If you really want to make a success of your career and build upon your existing skills, you need to dive into your further learning. This is most successfully facilitated if an institution provides personal support throughout the study journey as opposed to only automated feedback.

“Prospective students must also enquire about the efficiency of the technology and the logistics of an offering, as well as whether they will have access to qualified tutors to step in and assist them should the need arise.”

Northmore says despite the fact that there are many new players in the market following the unprecedented, mandated turn to online learning last year, all programmes are not created equal, and could prove a disappointing experience for those parents and students who opt for this approach if they do not do their homework carefully.

“Online learning can be a great option for many, for a host of reasons, including safety concerns, the personality of the student, the personal choice of parents, and geographical considerations. However a good institution must take an holistic approach to the child’s academic and personal development, to ensure a successful and fulfilling academic journey.”

Pastoral care paramount as students return to school

tthomas@advtech.co.za (Tamara Thomas) — Tue, 02 Feb 2021 06:08:12 GMT

As Kenyan learners return to school and settle into their new routines following the disruptions of 2020, it is important for schools and educators to understand that extra care must be taken to ensure they are not just continuing with their educational journeys, but that they also receive the support they need to ensure their mental and emotional wellbeing, education experts say.

“It has been so wonderful to welcome our students back to our campus, the energy is palpable and the excitement clear. However, we are very aware of the fact that 2020 took its toll on everyone, not least school-going children, and that they return after a year that for many would have been traumatic, frustrating, lonely and isolating,” says Jenny Coetzee, Managing Director at Crawford International School Kenya, a brand of Africa’s largest private education provider, ADvTECH.

She says the past year has had a significant impact on the mental and emotional wellbeing of most people, and young children have not escaped the impact of Covid-19 and the curfews in this regard.

A September report by the Centre for Disease Control (CDC), noted that Covid-19 affected children directly and indirectly beyond getting sick or the threat of them or their loved ones falling ill. Many children’s social, emotional, and mental well-being have been impacted by the pandemic.

Listed as contributing factors to this impact were:

1. Changed routines;

2. Breaks in continuity of learning;

3. Breaks in continuity of healthcare;

4. Significant life events that were missed, and

5. Loss of safety and security.

“Simply put, the students we said goodbye to last year when schools closed due to Covid-19, are not the same students who recently returned to us. They were faced with unprecedented upheaval and uncertainty for months on end, and some even the loss of loved ones, and these experiences would have, to varying degrees, impacted on their mental and emotional wellbeing.

“It should not be business as usual for the time being. We as educators need to be aware that on top of the demands of providing the highest quality of academic excellence, we should also be cognisant that our students may require increased levels of compassion, support and empathy, until we’ve settled into our new routines under what remains unusual circumstances which include social distancing and wearing of masks,” says Coetzee.

Pastoral care in education means a recognition of, and response by an educational institution to ensure the holistic welfare of children. Pastoral care is aimed at ensuring children are safe, engaged, involved and able to fulfil their potential.

Angelica Ouya, Education Director at the Makini Group of Schools, and sister school of Crawford, agrees on the importance of pastoral care as students settle in, saying educators must aim to be more empathetic and flexible.

“Don’t expect things to pick up where they left off 10 months ago,” she says. “Returning to the new normal while we are still dealing with the challenge of Covid will take time.”

It is also important to remember that there will be gaps in learning, because some students could continue online, while some couldn’t.

“So while we are phasing in, expectations must be tempered and education needs to happen on more fronts than purely academic. We’ve seen Covid again underscore the importance of the cultivation of 21st Century and Soft Skills, so we as educators have an important role to play during this time of transition, to help our students build their resilience and growth mindsets,” she says.

Coetzee says it is heartening to see how enthusiastic students and their families, as well as educators, are about the return to physical school.

“Even if things remain a little strange, getting back into a routine provides a glimmer of light at the end of the tunnel, that life may slowly be returning to normal. And with our schools now open again, it’s almost as if there is some energy being generated again that will be to the benefit of the whole nation.”

Ouya says that while the past year came with unprecedented challenges, it has also led to some remarkable stories of resilience and growth under difficult circumstances.

“At Makini, we’ve had to adapt and adjust to ensure our students are able to progress despite constraints. In doing so, we were able to introduce new formats of learning as well as a new curriculum, the Cambridge curriculum. We are grateful also for the lessons learned last year, as we were able to not only survive, but innovate and develop.”

Coetzee says that 2020 showed that when one is under pressure, you should adapt and see how you can do things differently.

“For instance, look to live streaming, additional offerings and more options. However, all being said and done, student needs are better served when they can learn within a safe, supportive and structured environment, surrounded by their peers where possible. While we still have a way to go to put the effects of 2020 behind us, 2021 provides a fresh start for all educators to re-connect with the young people in their care, and provide them with a solid foundation for the future.”

Watch: Dr Felicity Coughlan on ENCA: Higher Education COVID Response: Connection key to positive outcomes

tthomas@advtech.co.za (Tamara Thomas) — Fri, 29 Jan 2021 08:00:14 GMT

A survey conducted by the Independent Institute of Education revealed that a lack of peer contact and motivation emerged as the two key challenges faced by higher education students last year after institutions took to online teaching due to the COVID-19 pandemic. To elaborate further is the Director of IIE Dr. Felicity Coughlan.

ADvTECH Responds to Charterhouse Protest

tthomas@advtech.co.za (Tamara Thomas) — Tue, 26 Jan 2021 07:51:11 GMT

Higher Education COVID Response: Connection key to positive outcomes - Survey

tthomas@advtech.co.za (Tamara Thomas) — Tue, 26 Jan 2021 04:35:49 GMT

Lack of peer contact and motivation have emerged as two of the key challenges that faced higher education students last year after institutions took teaching online in response to the COVID-19 pandemic and lockdowns, a survey has shown.

The in-depth survey, conducted by The Independent Institute of Education (The IIE) provides a quantitative and qualitive look at how public universities and privates responded to last year’s challenges, as well as the impact of various strategies and approaches on students.

“As we prepare to launch into a new academic year this March, lessons learned from last year will provide a valuable roadmap for the future, given that we will continue for the foreseeable future to face many of the same challenges we encountered last year,” says Dr Felicity Coughlan, Director at The IIE, SA’s largest and most accredited private higher education provider.

She says one of the surprising findings of the survey was that students did not cite access to data or hardware as their primary struggles.

“The number one issue, cited by more than 40% of respondents, was that students missed their peers and found it hard to adjust to online learning, ultimately leading to a loss of motivation on the part of many,” she says. By comparison, less than 24% of university students in the study cited fees as a barrier experienced under lockdown, and 29% mentioned data struggles.

The survey tested the sentiment of a demographically representative sample of students from 22 institutions – 8 privates and 14 public universities across South Africa – about their lockdown learning experience.

The survey looked at student perceptions of the responsiveness of institutions to the COVID-19 crisis and the extent to which they felt they were being prepared for the working world.

Although the study was limited, it was clear that there was a considerable difference in the quality of responses across the board. Nonetheless, although many respondents rated the standard of online teaching and engagement as “Good” or Excellent”, more than 27% of students from Universities cited lack of support as an issue, under lockdown. Even within faculties within the same institution, inconsistency was experienced as contained in student comments. “Some were good and some were bad,” said one Engineering student. “I don’t like how things are being done now,” said another, “I feel a lack of enthusiasm coming from everyone.”

“The focus for Higher Education Institutions this year must be on two fronts,” says Dr Coughlan. “Ensuring consistency and effectiveness of teaching and learning, as well as providing the crucial support students need. Students expressed a need for safety, consistency, security and predictability, and as we head into another uncertain academic year, effort must be made to address these concerns.

“Additionally, while students want the transmission of knowledge by for instance coming to class and writing down what the lecturer says, they also need active learning where they are involved and engaged with learning materials. So online platforms where lecturers try to mirror what is happening in class without active engagement will be less effective, because students are inclined to disengage more readily when they are not visible to the lecturer, who then is not in a position to respond to the disengagement.”

Dr Coughlan says any teaching and learning in higher education must be theoretically sound in the sense that you need to have a theoretical model that accommodates many teaching and learning situations.

“When teaching face-to-face, there will usually be a measure of consistency of delivery across modules. However in the online space, there may be a huge variation in terms of how lecturers manage the development of knowledge and skills. It is this varied nature that may have made students hold less positive perceptions, because of the aforementioned lack of predictability and consistency.”

She says going forward and while the current COVID-crisis endures, higher education institutions must make an extra effort to introduce measures that will support students and assist with maintaining their emotional wellbeing.

Another interesting facet of the survey, further highlighting the differences in the experiences and expectations of students, was that only 65% of public university students felt that their online learning experience was preparing them to be successful in the future workplace. Although many respondents believe that studying from home prepares students for a new age of working from home, others were despondent.

“Online does not equal better,” said one respondent, with another adding: “I am just worried about how this mess will translate by the time we start working”. “It’s making me too anxious to even think about my future workplace,” said a commerce student.

“We take important insights from 2020 with us into 2021,” says Dr Coughlan, “and as private higher education institutions and public universities we need to ensure that we not only respond to our ongoing crisis as effectively and resiliently as possible on an academic front, but also that we provide the necessary support for students to prepare them to enter the workplace with confidence, and equip them with the important non-academic skills they will need to thrive in a changing world.”

Decision to delay the opening of public schools by two weeks and the impact on private schools: ADvTECH decisions

tthomas@advtech.co.za (Tamara Thomas) — Fri, 15 Jan 2021 10:22:06 GMT

Dear colleagues, parents, and students

Decision to delay the opening of public schools by two weeks and the impact on private schools: ADvTECH decisions

This morning the Deputy Minister of Basic Education reported to the public that the Ministry had decided that public schools would delay their opening by two weeks. She also reported that the Department had reached agreement with bodies that represent private education that they would persuade private schools to delay their opening for two weeks from their originally planned dates. We noted this with some dismay as our schools are open and we remain confident in our safety protocols and thus our ability to offer our students a safe and conducive learning environment.

Having fully considered the statement which was respectful of the fact that conditions differ and that private schools cannot be dictated to at this stage, the position of other schools and of the private school associations as well as our ability to implement safety protocols we have decided on the following as being in the best interest of our schools and students.

1. We will not be suspending our contact classes for any children up to and including Grade 0 as we are deeply mindful of the impact that this would have on the children, their families, and childcare arrangements for such small children at such short notice.

2. We will not be suspending our contact classes for our assisted learning school as the educational needs of these children persuade us that it is not in their interest to disrupt a year that has just started for them.

3. We will suspend contact teaching and offer online and other support at home for a week for our Grades 1 to 3 students – we believe that this is a responsible midpoint decision to take. Disrupting them so early in the year when we are confident in our protocols is not in their best interest or in the interest of their families. We do however believe that a week of support at home is manageable and does reduce the number of people at our schools in this peak period.

4. We will go online for grades 4 to 12 from Monday 18 January to the 27 January and will phase in or resume classes from that date according to the ability of the school to reintegrate and reinforce protocols at that time. We do not anticipate having any class fully online after 1 February.

5. Boarders will be permitted to remain in the boarding houses and will be supported to engage with the learning experiences of their classes.

Our teachers will teach from school so that we can provide them with support as needed and can assure and ensure their internet connections. We are planning to support our school staff who are impacted and do not have childcare arrangements while we are not offering classroom-based education.

We have also made central support office resources available this weekend to parents and schools to ensure that we can begin our work on Monday morning without interruption.

It has been our experience in the past two weeks that there is ambivalence in our community, and we understand that this is unlikely to be different with this decision – we are handling unprecedented circumstances and need to make decisions without the benefit of any precedent to guide us.

We trust therefore that even if you do not agree with this decision, you understand why it has been taken.

Please continue to engage with the school if your personal circumstances do not align with these arrangements.

Thank you!

Dr Felicity Coughlan

Academic Director

Waiting for Matric Results: Focus on What You Can Control

tthomas@advtech.co.za (Tamara Thomas) — Tue, 12 Jan 2021 10:00:00 GMT

Waiting for Matric results? Focus on what you can control

JANUARY 2021

As South Africa entered the new year, it quickly became clear that 2021 would not represent a return to the normal we knew before the pandemic, and that the country, like the rest of the world, would continue living with ongoing uncertainties for at least the near future. Following arguably the most tumultuous year a Matric class had to face in recent history, the Matric Class of 2020 now await their results, with many still not having a clear idea about what their future in general, or this year in particular will hold.

“The one thing that these Matrics can do now, is to focus on those things that are within their control, rather than take a wait and see approach,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

He says there are still many unknowns about the coming year, and the only constant one can bargain on during these times is change.

“However, waiting things out until normal returns one day is not an option. The world continues despite the challenges we continue to face, and there are things you can do to continue on your personal and professional journey to ensure you are not left behind,” he says.

Kriel says one of the most important things 2020’s Matrics can do in the coming weeks, until results are released on February 23 (as currently scheduled) is to review their plans for the year and ensure that they will be able to continue on their chosen path regardless of any new and unforeseen circumstances that may arise to throw a spanner in the works.

“So, if you have signed up to study somewhere, you can use these coming weeks to make sure that your institution will be able to continue seamlessly in the event of, for instance, another hard lockdown. The way to determine this is to ask an institution about their readiness and ability to quickly adapt their offering to a hybrid or online model,” he says.

“Additionally, you should not just take an institution’s word for it, but also speak to students who experienced last year’s response. You need to ask questions to determine whether students last year were able to continue their learning journey seamlessly, whether they got the support they needed to do so effectively, and whether the learning was adapted in such a way that they continued to be engaged,” says Kriel.

Kriel says that on-campus education is the preferred and most effective way to learn for many young people and it has strong advantages in terms of outcomes. So, if you want the campus experience don’t give up on that aim now – look for an in-contact institution that can move between online and face-to-face as circumstances change. For some students, distance education is a great alternative, but it is not right for everyone – it is a mistake to think that in current times it is a direct swop for contact. If contact is what you want, make sure your institution can move between the two so you can have the benefit of contact with lecturers and classmates in person when the pandemic allows.

Kriel adds that those Matrics from the Class of 2020 who have not yet decided on their plans for the year, and are waiting for results before making a move, should seriously consider approaching an institution to talk through their options rather than leaving it too late.

“Our world has changed forever and is becoming more and more competitive all the time, with technology constantly developing and giving rise to new and exciting career paths. Instead of waiting for your results and attempting to get clarity thereafter, use this time to contact respected registered and accredited institutions that have shown themselves to be up to the task during 2020, and speak to a student advisor about your options.”

It also makes sense to ensure that your computer skills – including old-fashioned typing skills – are up to the task ahead of you. Anything you can do to make the transition easier will be very worth it in the long run, he says.

“There is much that is outside all of our control right now. But there is still much that is within our control, and by focusing on what they can make happen instead of the many uncertainties that prevail, the Class of 2020 can continue to build on the resilience they displayed last year, and ensure the best possible outcomes for themselves in the face of any new or existing challenges we will face in the future.”

ADvTECH Announcement | High School Readiness - ADvTECH Students Lead the Pack in Baseline Tests

tthomas@advtech.co.za (Tamara Thomas) — Wed, 06 Jan 2021 08:43:40 GMT

High School Readiness - ADvTECH Students Lead the Pack in Baseline Tests

JANUARY 2021

A recent baseline test of more than 1800 Grade 8 students has shown that, on average, a student from an ADvTECH primary school is better equipped to face high school compared to their peers from non-ADvTECH feeder schools.

The Baseline Diagnostic is an independent High School readiness assessment conducted digitally on the JumpTrak platform, with Graded Topic items which ranks students, classes and schools. The diagnostic assessments are authored by JumpCO Digital and distributed to participating schools. JumpCO conducts external assessments and analysis with a team of researchers and education experts, and the company is not affiliated in any way to participating school bodies.

“The Baseline Diagnostics evaluate Grade 8s for High School Readiness and are done at the start of the academic year, thus catching students as they come into the High School,” explains Steve Mahony of JumpCO. Thousands of students participate in one or more of the JumpCO annual benchmark assessment, diagnostics and baseline assessments.

He says The Baseline is also a diagnostic in that the items are ranked in such a way as to evaluate the Grade competence of the student.

“In simple terms, a student who is competent in Grade 8 will score high on the Grade 7 and Grade 8 items, whereas a student who will need active bridging into High School will score lower,” he says.

“During the 2020 survey of more than 1800 Grade 8 students at ADvTECH schools, 50% of them came from schools other than ADvTECH Primary Schools. Our findings show convincingly that students from the ADvTECH-branded Primary Schools outperformed those that came from other schools,” he says.

Dr Felicity Coughlan, Academic Director at ADvTECH, says local and international academic benchmarking is a key focus for the group’s schools, to ensure academic excellence is maintained.

“We are very pleased with the findings as contained in the JumpTrak report, as it confirms that our schools continue to provide a superior educational journey to our thousands of students,” she says.

The students from ADvTECH primary schools performed, on average, 6% higher in mathematics and 5% higher in language than their counterparts from other feeder schools.

The baseline was conducted across 26 ADvTECH schools countrywide, including Crawford Colleges, Pinnacle Colleges, Abbotts, Trinityhouse and Elkanah House colleges.

“Although we commission these independent, external baseline tests to ensure our own standards are maintained at the highest levels, the findings also confirmed what we have anecdotally observed for some time now – that ADvTECH primary schools on average better prepare students for high school,” Dr Coughlan says.

“The baseline compares results from students who were not previously part of any ADvTECH primary schools in previous years, against those who were. And with minor exceptions, students that came from ADvTECH primary schools consistently outperformed students from other schools.”

ABOUT ADvTECH

The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 10 brands with more than 100 schools across South Africa, including Gaborone International School in Botswana and Crawford International in Nairobi, Kenya. It owns 9 tertiary brands, across 30 campuses across South Africa and the rest of Africa, and its higher education division, The Independent Institute of Education, is SA’s largest and most accredited private higher education provider. ADvTECH’s 9 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

ADvTECH launches premium digital upskilling platform for companies and individuals

tthomas@advtech.co.za (Tamara Thomas) — Mon, 14 Dec 2020 06:02:21 GMT

Africa’s leading private education provider, ADvTECH, today announced the launch of MindSharp, a premium dynamic digital learning platform aimed at upskilling individuals and corporate teams.

A number of MindSharp courses are endorsed by The Independent Institute of Education (IIE), SA’s largest and most accredited private higher education provider, whose well-respected brands include Vega, Varsity College, IIE MSA and Rosebank College. Endorsement by the IIE means that the all aspects of the courses have been thoroughly evaluated on multiple dimensions.

Online courses offered by MindSharp are designed by industry experts, range between 10 and 16 weeks in duration, and can be started at any time with all learning conducted online. After completion, students are awarded a Certificate of Competence relating to the specific field of study and skills mastered. These include, but are not limited to, Project Management, Business Management and Administration, Financial Management for Non-financial Managers, Business Information Systems and Digital Marketing.

“The MindSharp online learning hub is where students will experience digital learning underpinned by expertise, excellence, integrity, and gold-standard educational practices,” says MD Elbie Liebenberg.

“What sets MindSharp apart from the other online course providers is the fact that we provide personal support throughout the study journey as opposed to only automated feedback. And our cutting-edge technology streamlines the study journey, while our highly qualified tutors have access to all assessment attempts and can step in to assist, giving students a perfectly balanced technology-assisted learning experience,” she says.

“MindSharp is a dynamic digital learning community that presents online short courses for professionals and executives who are passionate about upskilling and evolving, and for companies serious about ongoing professional development and increasing the competitiveness of their teams,” says Liebenberg.

She adds that the endorsement of The IIE on a number of courses means that students and companies will be assured of the highest standards of educational content and delivery.

“Courses are developed with input from subject matter experts and successful companies, ensuring that courses are 100% relevant in the real world,” she says.

In addition to offering a range of existing courses, MindSharp will also partner with companies to tailor-make programmes to suit their specific needs and requirements.

This will include assistance with digitising, updating and repackaging existing training programmes as well as co-developing additional programmes for evolving and emerging training needs.

The launch of MindSharp follows in the wake of the recent successful launch of ADvTECH’s Evolve Online School, whose curriculum mapping system was developed at MIT, and which is set to open its virtual doors to students in January 2021.

Roy Douglas, ADvTECH CEO, says the company is delighted with the quality and growth of its offering in the digital education space.

“In recent months, we were able to fast-track the implementation of a number of projects we had in development, to respond to rapidly changing and emerging needs in the market. We are extremely excited about the potential of MindSharp, and its ability to cater to not only to an existing market, but to filling niche training demands for which there have to date not been an adequate solution.”

SENS Announcement | 9 December 2020

tthomas@advtech.co.za (Tamara Thomas) — Wed, 09 Dec 2020 12:13:00 GMT

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

J ohannesburg

9 December 2020

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 2 December 2020

tthomas@advtech.co.za (Tamara Thomas) — Wed, 02 Dec 2020 10:08:09 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH" or “the Company”)

APPOINTMENT OF COMPANY SECRETARY

Shareholders are referred to the announcement released on SENS on 5 October 2020, wherein shareholders were advised of the resignation of the Company Secretary effective 31 December 2020. In terms of paragraph 3.59 of the JSE Limited Listings Requirements shareholders are advised that Ms Chantell Crouse (“Chantell”) has been appointed as Company Secretary of ADvTECH Limited with effect from 01 January 2021.

The Board is satisfied that Chantell has the competence, experience and skills to fulfil the role.

02 December 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 30 November 2020

tthomas@advtech.co.za (Tamara Thomas) — Mon, 30 Nov 2020 10:11:58 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH” or “the Company”)

NOTIFICATION OF CHANGE IN EXTERNAL AUDITORS

Pursuant to paragraph 3.75 of the JSE Listings Requirements, the ADvTECH Limited Board, following a recommendation from the Audit and Risk Committee, wishes to inform Shareholders that after a formal tender process to appoint a new firm of external auditors, Ernst & Young Inc. (‘’EY”) have been appointed as the Company’s external auditors, with Charles Trollope as the designated audit partner for the financial year ending 31 December 2021.

Deloitte & Touche’s appointment as external auditors will end on conclusion of its responsibilities relating to the 31 December 2020 financial year-end audit, which is expected to be concluded during the first quarter of the 2021 calendar year. EY’s appointment as external auditor will be effective immediately after Deloitte & Touche’s appointment ends, subject to receiving the requisite shareholder approval at the next annual general meeting, expected to be held on 27 May 2021.

Shareholders are referred to the Notice of Annual General Meeting published on SENS on 30 April 2020, wherein the Company disclosed its reasons for auditor rotation owing to tenure and the upcoming rotation of the audit partner in 2021. The decision to change auditors was not the result of any disagreement between the Company and Deloitte & Touche on any matter of accounting principles or practices, financial statement disclosure, or auditing scope or procedure.

30 November 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 19 November 2020

tthomas@advtech.co.za (Tamara Thomas) — Thu, 19 Nov 2020 11:10:46 GMT

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

Johannesburg

19 November 2020

Sponsor: Bridge Capital Advisors Proprietary Limited

The Independent Journal of Teaching and Learning Volume 15 (2)

tthomas@advtech.co.za (Tamara Thomas) — Fri, 13 Nov 2020 06:04:17 GMT

The Independent Journal of Teaching and Learning Volume 15 (2)

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.

SENS Announcement | 6 November 2020

tthomas@advtech.co.za (Tamara Thomas) — Fri, 06 Nov 2020 09:36:14 GMT

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

Johannesburg

6 November 2020

Sponsor: Bridge Capital Advisors Proprietary Limited

Neurodiversity: What you need to know

tthomas@advtech.co.za (Tamara Thomas) — Tue, 27 Oct 2020 06:14:20 GMT

By Dr. Greg Pienaar, Principal at The Bridge Assisted Learning School

“Neurodiversity is having a brain that functions in ways that diverge significantly from the dominant societal standards of ‘normal’, but is far from flawed” ~ Anonymous

Today’s children are growing up in a world that strives for inclusivity. Thus, we must teach our children and society about neurodiversity for this to be successful. Understanding neurodiversity is just as important as teaching our children that people come in all different shapes, colours, and sizes, all worthy of love and opportunity in this world.

That means your child might be one of the few that is wired differently, and that his/her life may not follow the path you envisioned as they have a neurodivergent diagnosis. Before we can help him/her thrive, we must have a clear understanding of what a neurodivergent (the buzz word in psychology circles) diagnosis entails.

What is Neurodiversity?

Neurodiversity is in concept a viewpoint that certain people have learning and thinking differences rather than inferiorities. The concept has been around for many years, but in a nutshell, it means that brain differences are just that, differences.

Neurodiversity includes people with variations of learning differences. Some of these differences may include: ADHD, dyslexia, dysgraphia, autism, etc. but they are not flawed. People with neurological differences are not broken or incomplete versions of ‘normal’ people. They approach life just a little differently, are highly intelligent human-beings and can live rich and meaningful lives.

When it comes to Neurodiversity, look at the bigger picture.

Let’s face it, to experience life through a uniquely neurodiverse lens and therefore have what is contemporarily described as a barrier to learning is a complicated thing, but often, it’s defined more by society’s misconceptions, misunderstandings and expectations, rather than by the individual condition itself. To battle with the consequences of the negative side of neurodiversity is nothing to be ashamed about.

All children need love, encouragement, and support, and for children with neurodiversity, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

The term neurodiversity can be viewed as another positive contribution to this overarching commitment to diversity, and should be integrated into both classroom lessons on diversity, and educational policies dedicated to promoting inclusivity in learning.

Teaching with a Neurodiverse approach.

Teaching with a neurodiverse approach begins with helping children understand their own strengths and needs. Once children understand themselves, they realise everyone else has their own assortment of abilities as well, and when they work together as a group, classroom or community, they can do great things.

At the Bridge Assisted Learning School we follow a Neurodiverse approach. It includes more hands-on learning, experiential learning, project-based learning, expeditionary learning, arts-based learning, brain-based learning, universal design learning, and other programmes to support the children with their neurodiversities in order to succeed with what will benefit each student in school and life.

Every child has his or her own unique learning style. Some children learn best by seeing or reading, others by listening, and others by doing. You can help your child with their neurodiversity by identifying their primary learning style. Is your child a visual learner, an auditory learner, or a kinaesthetic learner? Once you’ve figured out how they learn best, you can take steps to make sure that the type of learning approach is reinforced during home study.

Always remember that the way you behave and respond to the challenges your child faces, has a big impact on them. A good attitude won’t solve the challenges associated with a neurodiversity, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

To learn more about neurodiversity please visit https://www.thebridgeschool.co.za/

IIE Launches first ever brand leadership Doctorate in South Africa

tthomas@advtech.co.za (Tamara Thomas) — Tue, 27 Oct 2020 06:09:19 GMT

The Independent Institute of Education, SA’s largest and most accredited private higher education provider, has launched the first of its kind Doctor of Philosophy in Brand Leadership qualification, which will provide brand leadership professionals with the opportunity to make groundbreaking contributions to the development of the profession on the continent and globally.

“The IIE Doctor of Philosophy in Brand Leadership is the first brand-specific doctoral qualification focused on the niche field of Brand Leadership in South Africa. It breaks new ground, both locally and internationally,” says Dr Carla Enslin, Head of Strategy at The IIE’s Vega, where the programme will be offered from 2021 via full-time, part-time and distance learning.

Enslin says the unique focus on Brand Leadership addresses a particular social and economic imperative – the need for innovation by brands with shared stakeholder value and values-based leadership to create developmental opportunities for communities, organisations and the environment.

“Our future graduates will extend the forefront of this academic discipline and through their research will aim to achieve an immediate impact on professional and academic practice through the inclusion of unique African perspectives and locally resourced knowledge,” she says.

Enslin says the qualification will equip students with advanced research and highly specialised knowledge within the field of Brand Leadership, add depth to the ever-evolving field by producing new knowledge within an African context, and encourage trans-disciplinary research.

“We will be welcoming those industry leaders and graduates who are passionate about this field, to help develop it by contributing new theories, innovative models and creative insights while producing scholarly research that is purposeful, challenge-led and responsive, thereby increasing the uptake of such research in industry practices and society,” she says

“Ultimately, the aim is for our graduates to become the global pioneers who will develop and define the structures and forces that shape brands on the African continent and in a developing digital economy,” she says.

Enslin says that D Phil qualifications are often much broader in scope, focused on Business, Economics or Management Sciences, for instance.

“So this really is a game-changer qualification. IIE Vega is wholly focused on strategic brand building and brand leadership, which makes the IIE Doctor of Philosophy in Brand Leadership unique not only in South Africa, but on the continent. And the launch of this qualification could not be more timeous, as we start the hard work of rebuilding brands and economies in the wake of the devastating strict Covid lockdowns. There is now a real need to rebuild, revitalise, and restore faith in brands,” she says.

Dr Felicity Coughlan, Director of The Independent Institute of Education and Academic Director of ADvTECH, says the new qualification is a welcome addition to the institute’s growing portfolio of post-graduate qualifications, which translates to increasing options and access to post-degree study for a greater number of students.

“With prospective students increasingly opting for respected private higher education institutions with a strong work-focus as their first choice, it is exciting that we are now able to offer this new option that will allow them to continue their educational journey in this exciting space right to the highest level.

“It is no longer business as usual, and we look forward to seeing the fruits of this new seed we are planting in the industry. In line with our values, this qualification’s focus is firmly on shared value creation and leadership at a time when our country and the world is in dire need of responsible and visionary leadership. Compared to other disciplines, Brand Leadership is a relatively young discipline, and we are delighted that our future graduates will be the pioneers who will make a defining contribution to its legacy.”

Matrics: Don’t delay – get your higher education applications out of the way

tthomas@advtech.co.za (Tamara Thomas) — Wed, 14 Oct 2020 06:57:35 GMT

With about 30 days left before the start of the 2020 Matric exams, the focus of Grade 12s is now firmly on the final preparation for this important milestone. But they should also take some time to finalise their Higher Education plans for next year, as the clock is ticking on closing dates for applications.

“Matrics cannot wait until they receive their results – currently scheduled for release on February 23 next year - before applying, as this will most likely mean they miss out on a space at their institution and for their qualification of choice as deadlines at many institutions are still in place,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“Beyond a later start to the higher education academic year it is still not clear what else higher education will need to do in response to COVID-19 in 2021, but so many lessons have been learned that most institutions are feeling confident about navigating the year ahead,” he says.

Kriel says the deadline for enrolments at many public and private institutions is only a month away, so Matrics should be investigating their options and send in their applications without delay.

“Particularly for full-time, contact undergraduate programmes, where there is much competition for a limited amount of space, prospective students need to make a commitment as soon as possible,” he says.

At some institutions and for some qualifications, such as diplomas or higher certificate programmes, applications may remain open for longer, but even for these programmes applications close when capacity is reached, he says.

Some institutions may also have late registration options, or allow registration right up until the start of the academic year, but it is best to secure one’s place timeously rather than gamble on space being available later.

“So use your study downtime to investigate prospective higher education institutions and courses that interest you. It’ll provide a welcome and interesting break from revision, while also serving as a motivation to do your best when you hit the books again. We all need to focus on the future,” he says.

Kriel says those students who don’t yet have a clear idea about what they want to study or where, should look at all the institutions that appeal to them, and then contact a student advisor on these campuses for guidance.

“It is particularly important to remember that historic pathways have been all but obliterated by the new world in which we now find ourselves,” he says.

“The COVID-19 and lockdown experiences served to realign our priorities and focus, and now, more than ever, it doesn’t make much sense to simply go study because of the perceived prestige of an institution or qualification. Prospective students should look at qualifications that make real-world sense and are geared towards getting them ready for a competitive and ever-evolving job market.

“And they need to identify those institutions where students were able to continue studying mostly uninterrupted during the lockdown, with the kind of support that ensured they could continue to deliver to their best ability,” he says.

Before settling on a qualification, students should ensure they have a clear idea of their envisioned academic path.

“What do you want to do after qualifying? Have you considered all the options by looking at the prospectuses of more than one higher education institution? Have you considered the track record of alumni from specific institutions, and the value a specific qualification has within an industry? These are all questions that you need to weigh up before signing up,” he says.

Kriel says prospective students may be surprised at the range of options available to them that they may never even have heard of before.

“The focus today should be on studying towards a work-focused, real-world qualification, and there is a large number of new and emerging careers from which to choose. So don’t wait and see when it comes to next year. The logistics will fall in place, but you need to make your move soon to ensure a smooth continuation of your educational journey in 2021.”

BUILDING A FLEXIBLE, FUTURE-PROOF WORKFORCE

tthomas@advtech.co.za (Tamara Thomas) — Tue, 13 Oct 2020 12:14:14 GMT

There’s no doubt that COVID-19 has changed how we work, and while there have been many negatives to this pandemic, it presents a unique opportunity to shape the world of work in a way that improves the environment for a greater section of the workforce, a leadership expert says.

“In many countries, we’re set to see a large uptick in the use of contract or non-permanent staff in recent months,” says Georgina Barrick, Managing Director at Network Contracting Solutions, ADvTECH Resourcing’s Contracting Division.

She says this change has brought benefits for both employers and employees.

“For contractors or temporary workers, there is the opportunity to chase technology, to hone skills or upskill between projects, and the freedom to schedule breaks between projects to enhance their work-life balance. For employers, the rise of an agile, flexible, contract-based and performance-focused workforce offers the prospect of managing critical projects without the risk or cost associated with permanently appointing top talent,” she says.

Barrick notes that for the past two decades, the International Labour Organisation has been reporting on the rise of the ‘flexible workforce’ – or a workforce that ‘grows in number to meet business needs at any given time and falls back to a baseline number when the increased size is no longer necessary’.

“Companies that embrace the use of flexible workers keep their number of full-time, permanent employees at a more sustainable level, while hiring more temporary, freelance or contract employees to meet demand during busier periods or for specific projects.

“The concept isn’t new. We only need to look at retail or agriculture, where seasonal workers have always been brought in to meet demand in busy periods. However, what is new is the dramatic increase over the past decade in the use of highly skilled contractors to deliver on specific projects or work. For employers, the benefits are numerous and include reduced payroll costs, greater talent diversity, access to expert skills that might not otherwise be affordable or indeed available locally, and greater employee engagement.

“And for employees turned contractors, working flexibly is part of the trend towards a gig economy – or the move towards temporary, flexible jobs and away from permanent employment. In an ideal world, this move is powered by independent workers, who select work contracts based on interest and how the work offered can grow their skills and expertise.”

Barrick says that as the economy starts the slow journey to recovery, many leaders have had to reduce their permanent staff complement as a result of the effects of COVID-19 lockdowns.

“However, this has not removed the need to deliver on outstanding projects. Expanding the flexible workforce to support business and project needs is the obvious answer.”

Effectively managing a large non-permanent workforce is not without its challenges, she says.

“While your flexible contract workers aren’t employees in the traditional sense, their work and performance still need to be tracked. To manage this it is important to establish a flexible workforce programme to ensure that you have the right tools in place to manage this type of work effectively.”

Companies considering hiring contractors should consider the following:

Deemed Employment: South African law makes provision for temporary or contract workers to be deemed ‘employed’ if temporary or contract employment persists beyond a certain period.
3rd Party Tax and Statutory Exposure: If there is a transgression, it’s likely that the company will be pursued and not the contractor/ temp worker.
Worker Misclassification: Incorrect classification of your freelancers could mean that you become liable for minimum wages, pension contributions, holiday and sick pay.
IP Leakage: If your contract doesn’t make provision for IP ownership, you may have no claim over valuable IP when the contract ends.
Data and insight on costs, hourly rate benchmarking and the effective onboarding/ offboarding of contractors.
Payroll Implications: What, if anything, do you need to consider around payroll?

Companies who already have contractors as a part of their workforce should consider:

If you currently have any flexible workers in your business, were they onboarded into the business in a way that reduces your risk? Are they timeously offboarded at contract end?
Who do these contractors report to? Who has sight of them and their output?
What are they doing for your business? Do they touch customers or work on any mission-critical systems?
Are they paid correctly and on time and within the project budget? Is your business exposed to any legislative, tax or statutory risks as a result of these flexible workers? Do you think that you have any business risk exposure as a result?

“A properly managed flexible workforce can significantly and positively influence business success and, with the right amount of visibility over your contractors, you can experience a better outcome,” says Barrick.

“There is no doubt that, in uncertain times, talent agility is critical to organisational success. Using flexible, non-permanent talent can give you the skills that you need to get urgent work done immediately. It can also help you to build a talent pipeline to support future growth.”

SENS Announcement | 12 October 2020

tthomas@advtech.co.za (Tamara Thomas) — Mon, 12 Oct 2020 11:45:22 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH”)

DEALINGS IN SECURITIES BY DIRECTORS AND PRESCRIBED OFFICERS: SHARE VESTING

The date of vesting is 01 October 2020. In terms of paragraph 3.66 of the Listings Requirements, the necessary clearance to deal has been obtained for all the transactions set out above.

12 October 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 9 October 2020

tthomas@advtech.co.za (Tamara Thomas) — Fri, 09 Oct 2020 12:43:53 GMT

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

Johannesburg

9 October 2020

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 5 October 2020

tthomas@advtech.co.za (Tamara Thomas) — Mon, 05 Oct 2020 10:20:03 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH” or “the Company”)

RESIGNATION OF GROUP COMPANY SECRETARY

In compliance with paragraph 3.59 of the JSE Limited Listings Requirements, shareholders are advised that Ms Nwabisa Piki (“Nwabisa”) has resigned as ADvTECH’s company secretary with effect from 31 December 2020. The process to appoint a replacement to Nwabisa is currently underway and shareholders will be advised once an appointment has been made.

The board of directors wish Nwabisa well in her future endeavours.

5 October 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

The Bridge Assisted Learning School is expanding

tthomas@advtech.co.za (Tamara Thomas) — Mon, 05 Oct 2020 06:45:02 GMT

Did you know? We will have our first Grade 8 High School group in 2021?

We follow a neurodiverse approach, ensuring that all students are included, catered for and receive the additional support they require. We believe that when a student joins our school, they are taking the first step toward their best future.

NOW ENROLLING FOR 2021.

www.thebridgeschool.co.za

SENS Announcement | 1 October 2020

tthomas@advtech.co.za (Tamara Thomas) — Fri, 02 Oct 2020 06:45:09 GMT

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 DIRECTORS, PRESCRIBED OFFICERS AND COMPANY SECRETARY

The date of vesting is 15 September 2023.

1 October 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Forward to matric finals: Getting your head in the game, in a game changer year

tthomas@advtech.co.za (Tamara Thomas) — Mon, 14 Sep 2020 09:53:04 GMT

The clock is ticking for an estimated 1.1 million Matrics from the Class of 2020, who will sit for their final exams in two months’ time after arguably the most challenging year they would have faced during their school careers.

With uncertainty still lingering about much of what is to come, these students now have to ensure they get in the right frame of mind to perform to the best of their ability despite the unprecedented circumstances and novel logistical arrangements they will face, an education expert says.

“Learners must now take stock of where they are academically, and determine what ground still needs to be covered so that they are fully prepared,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“On top of this, they need to work through any concerns around the rest of the year, exam logistics, and their future plans so that they can put aside those issues causing anxiety and focus solely on their revision,” he says.

Ntshinga says while this year’s Matrics face additional stressors on top of the regular challenges associated with Matric finals, they should know that there are more additional resources than ever before to ensure they complete their final year of school as well as possible.

“Now is the time to assess your performance to date – possibly based on your preliminary exams if your school wrote them – and see how much ground you still need to cover before exams start. And very importantly, learners need to draw up a comprehensive study schedule and stick to it. Don’t just get up every morning and wing it. You have to keep track every day to ensure you stay on schedule, and if you are not, you need to adapt your approach.”

Ntshinga says Matrics need to come to terms with the fact that things will feel strange in the exam room, so that they are fully prepared and not distracted by the logistics, such as writing while wearing a mask.

“Taking control now for your own performance is the most powerful approach to take. And remember that there are many people and organisations out there from where you can obtain additional support if you need it. By claiming your focus, you can and will make a positive difference to your results,” he says.

It is also worth remembering that the way learning happens now is the way it is likely to be for some time still.

“Even when going into higher education next year, there is likely to still be restrictions and safety precautions in place, so don’t waste precious energy fretting about the unusual nature of things, and rather embrace the situation and hone your independent learning skills.”

Ntshinga says learners can access additional help and resources quite easily in the following places:

• WEBSITES OF PROVINCIAL AND NATIONAL EDUCATION DEPARTMENTS

“There are some excellent resources available in the public sector, including study and revision advice, past papers, exam dates and concept lists for specific subjects. Remember that it doesn’t matter where you live, you can access the advice on the websites of other provincial departments as well.”

• HIGHER EDUCATION INSTITUTIONS

“Institutions such as The IIE’s Varsity College, Rosebank College and IIE MSA have gone all out to ensure they provide additional assistance to Matrics, such as through bootcamps, subject revision, past paper provision and so forth. Contact an institution near you to hear about any additional Matric support they provide, or follow them on social media to receive regular updates and support.”

• GENERAL ONLINE RESOURCES

“There is a wealth of advice freely available on the internet that can help you with your studies. Just be sure to access information from a reputable and credible source.”

Ntshinga says that while everyone must remain vigilant about the virus by maintaining the necessary social distancing and safety protocols, learners must push on with positivity and work toward the future.

“Everyone is aware of the unique challenges facing this year’s Matrics, so it is important not to panic but rather to exert control within your sphere of influence – your own mindset. Even though the current circumstances are difficult, there is a wealth of support available, and even if you are not yet on track, you have enough time if you start right now to make a success of your final year.”

Do the homework before choosing an online school

tthomas@advtech.co.za (Tamara Thomas) — Tue, 08 Sep 2020 07:12:46 GMT

Parents and guardians considering online schooling for their children must ensure they properly vet the ability of a school to provide an holistic, meaningful educational experience coupled with excellent academic and emotional support, an education expert says.

“There are a number of online schooling options on the market, and this offering has grown further as a result of Covid-19 and lockdowns,” says Colin Northmore, Principal of Evolve Online School, a brand of ADvTECH, Africa’s largest private education provider.

“But just as parents would do their homework before enrolling their child at a contact education institution, they should also ask the right questions before deciding on an online learning institution,” he says.

Northmore notes that many parents can attest to the frustrations experienced with online learning during lockdown, where the quality of offerings differed markedly.

“Parents will by now have figured out that what their school offered was more or maybe less effective than what their friends’ children were getting, and clearly not all online delivery models are created equal. So, a first step before deciding on an online school, would be to enquire how efficiently current students of those schools who had to move from contact to online were able to continue their educational journey during lockdown,” he says.

“Online schools have clearly differentiated offerings, and parents should take care to interrogate and clarify a school’s offering before enrolling, and in particular ensure that the curriculum is more than just ‘paper behind glass’,” he says.

Northmore says that an online school focused on the developing the whole child while ensuring that academic excellence is maintained, must incorporate the following:

Diagnostic testing to determine the exact level of proficiency of a student before placement, and during the educational journey;
Asynchronous learning so that learners can move through content at their own pace and according to their own proficiency, with direct access to teachers who will facilitate extra activation classes;
Synchronous learning where students will also be able to attend live interactive classes, and
Socialisation opportunities with academies, studios and day camps so that students can mingle with their peers and balance their screen time with green time.

He says Evolve Online School has weekly webinars to allow parents to get a feel for the school’s offering, as well as ask the questions they need answered before enrolling.

“It is highly recommended that parents attend such virtual events at any school they are considering for their child,” he says.

Northmore adds that parents should ensure that substantial support is available for students and parents, because online schooling can be a very lonely and frustrating experience if such support is not available, particularly if an online school is merely copying and pasting physical classes into a virtual space.

“Schools must have life coaches or the equivalent, who can help develop crucial 21st Century Skills and global competencies, in addition to the regular curriculum,” he says, “and each student’s learning experience must be tailored to their specific needs, so that they are encouraged to grow at a pace that suits their ability and enthusiasm.”

It is not enough for an online school to simply focus on delivering a curriculum, he says.

“For a rewarding and successful online schooling experience, there should be a strong focus on all skills – foundational, social and emotional. Our children are growing up in a world very different from the one in which we grew up. Things that we, as adults, deal with and take in our stride they are already facing at a very young age. Therefore online schools should offer substantial support to help teach students how to deal with issues such as stress and anxiety, while helping them develop important coping mechanisms, resilience and a growth mindset,” he says.

Robust, Resilient, Sustainable, ADvTECH Strategy Prevails

tthomas@advtech.co.za (Tamara Thomas) — Mon, 31 Aug 2020 05:42:20 GMT

ADvTECH DELIVERS SUSTAINED AND RESILIENT PERFORMANCE ALIGNED TO STRATEGY

tthomas@advtech.co.za (Tamara Thomas) — Mon, 31 Aug 2020 05:40:28 GMT

Commenting on the results ADvTECH CEO Roy Douglas said: “ADvTECH’s underlying performance for the six months ended 30 June 2020 has been most encouraging with an improvement in the school division’s performance, sustained level of performance from the tertiary division and an excellent result from the rest of Africa resourcing business.”

“The strong start to the financial year underscored the strategic management decisions taken in previous periods, resulting in the group being well-positioned to withstand the impact of COVID-19 on its operations and transition over 75 000 students to online tuition without a single academic day lost. Our response was aided by our investment in learning management systems in 2015, the commitment and adaptability of our academic, IT and support staff as well as the remarkable resilience of our students.”

Operational highlights

ADvTECH remained relentlessly focused across the period in ensuring uninterrupted academic delivery and operational sustainability. The group prioritised the health and safety of all stakeholders, addressing the needs of its students and parents and continued to honor commitments to educators, contractors, suppliers and the broader community.

Provided assistance to the value of R37 million to 5 386 families whose ability to pay full fees was impacted
Implemented cash preservation measures that included reducing capital expenditure and non-essential operating costs, which together with fees received in advance, allowed the group to reduce net borrowings by nearly R0.9 billion.
Continued to enhance schools brand value propositions and expand its mid-fee offering, while continuing to build scale in the rest of Africa
Tertiary division delivered a resilient performance
Strategy to expand into the rest of Africa allowed the resourcing division to remain profitable

Financial highlights

The results for the six months ended 30 June 2020 demonstrates the outcomes of mitigating actions taken both before and as a result of the pandemic. The estimated impact of COVID-19 on group revenue amounted to R88 million due to: the withdrawal of students; being unable to provide boarding, aftercare, early-childhood development and extra mural activities; Makini being unable to recognise revenue for two months as a result of a government directive and the loss of revenue in resourcing South Africa.

Revenue up 13% to R2.8 billion (2019: R2.5 billion)
Operating profit up 4% to R444 million (2019: R428 million)
Normalised earnings per share down 2% to 41.8 cents (2019: 42.5) cents per share

Divisional highlights

In response to the unprecedented conditions posed by the Covid-19 pandemic and subsequent lockdown, the group provided extra academic and pastoral care, supplemental educational, psychology support and enhanced professional support via an adjusted 24/7 service desk - that responded to more than 1000 calls per week.

Schools division’s agility in offering various modes of delivery resulted in sustained quality education. Continuing to build scale in rest of Africa

The division benefited from past restructuring and rationalisation
The group also recorded an increase in enrolments at some of its schools, bucking the trend of negligible withdrawals, either due to financial reasons or owing to temporary withdrawals at pre-primary level
The group remains confident in its investments in schools in the rest of Africa and continued to build scale with revenue increasing by 18% to R108million (2019: R92million), notwithstanding the Kenyan government’s directive to defer the school year until 2021.

“University”/ Tertiary division delivers a resilient performance due to the quality of the established academic offering and delivery modes

The group’s tertiary division sustained its performance as a result of the strong enrolments at the beginning of 2020, achieving 13% student growth.
Revenue increased by 14% to R1,187 million (2019: R1,038 million) and operating profit, having been impacted by a higher level of provision for doubtful debtors, increased by 3% to R252 million (2019: R245 million).
In addition to ongoing tuition, the division supported students by negotiating reduced fee data bundles, initiated boot camps to review work and provided greater student support.

Resourcing division remains profitable due to a good performance in the rest of Africa

Having strategically expanded into the rest of Africa, the resourcing division remained profitable despite the extremely challenging environment in South Africa.
Operations in the rest of Africa delivered growth increasing revenue by 39% to R365 million (2019: R262 million) and operating profit by 45% to R11 million (2019: R8 million)

Also, the dual focus on permanent and contract placements contributed to the sustainability of the business, both locally and in the rest of Africa.

Commenting on the group’s prospects Douglas said: “We are satisfied that the group has significant resilience aligned to its strategy to navigate through the current economic crisis. We have the capability to provide quality education through any mode of delivery. The group has maintained a strong balance sheet with significant capacity to navigate the uncertainty by maintaining our cash flow and staying within our existing facilities with sustainable cost and capital expenditure containment measures.”

SENS Announcement | 31 August 2020

tthomas@advtech.co.za (Tamara Thomas) — Mon, 31 Aug 2020 05:35:54 GMT

ADvTECH Limited ("ADvTECH" or "the group")

(Incorporated in the Republic of South Africa)

(Registration number: 1990/001119/06)

JSE code: ADH ISIN: ZAE0000 31035

INTERIM RESULTS FOR THE SIX MONTHS ENDED 30 JUNE 2020

1. Salient features

Revenue increased by 13% to R2 829 million, from the R2 499 million in the prior corresponding period.

Operating profit before interest and non-trading items increased by 4% to R444 million, from the R428 million in the prior corresponding period.

Normalised earnings decreased by 1% to R226 million, from the R229 million in the prior corresponding period.

Normalised earnings per share (“NEPS”) decreased by 2% to 41.8 cents per share, from the 42.5 cents per share in the prior corresponding period.

Headline earnings per share (“HEPS”) decreased by 8% to 40.0 cents per share, from the 43.4 cents per share in the prior corresponding period.

Earnings per share (“EPS”) decreased by 24% to 33.6 cents per share, from the 44.4 cents per share in the prior corresponding period.

No dividend has been declared compared to the 15.0 cents per share declared for the prior corresponding period.

2. Short-form announcement

This short form announcement, which is the responsibility of ADvTECH’s directors, is only a summary of the information in the full announcement and does not contain full or complete details. Any investment decisions by shareholders and/or investors should be based on consideration of the full announcement published on SENS on 31 August 2020. The full announcement can be found at:

https://senspdf.jse.co.za/documents/2020/jse/isse/ADH/FY2020H1.pdf

The full announcement is also available for viewing on the company’s website at

https://irp-cdn.multiscreensite.com/24847d5c/files/uploaded/ADvTECH%20Interim%20results%202020.pdf

31 August 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH and Microsoft partner for world’s first educational hackathon

tthomas@advtech.co.za (Tamara Thomas) — Thu, 27 Aug 2020 13:19:40 GMT

ADvTECH and Microsoft have joined forces to host the first ever educational hackathon in the world. Set to take place virtually during September and October, students from across ADvTECH schools in South Africa, Botswana and Kenya, will log on simultaneously and - in a race against the clock – troubleshoot and ‘break’ and improve, among others, MS Teams, the online learning solution used by ADvTECH Schools during the nationwide Covid lockdowns.

“ADvTECH, as a strategic Education partner of Microsoft, gets the opportunity to pilot education products from Microsoft before they are released to the general market,” says Quinton Mulder, Academic Development Coordinator at ADvTECH, Africa’s largest private education provider.

He says the aim of the upcoming Hackathon is to provide Microsoft with user-generated insights to improve their products, particularly from the user experience point of view of students.

Called HACK-IT, the competition will give students the chance to utilise their research and digital learning skills to analyse and evaluate Microsoft products, by harnessing their creative thinking skills to collaborate with their teams and develop innovative new ideas to improve software. They will be working directly with Microsoft teams with the aim to improve the MS Teams and OneNote environments.

“The process involves four steps – Hacking, Assessment, Creation and Knowledge transfer,” says Mulder.

Hacking requires students to identify bugs, explore and find unexpected results in product utility, discover how to break something and learn what parts of the product don’t work, and record their findings.
Assessing requires students to identify feature gaps, in terms of ways to improve the product, exploring what is missing which could improve user experience, and gathering and organising ideas.
Creating requires students to innovate – building something new through collaboration with the team to identify actionable ideas, and developing a strategy for implementation.
Knowledge transfer lets students work with others to refine and improve upon identified ideas and producing solutions, and identifying avenues for ongoing collaboration.

Mulder says the decision to pilot the Hackathon in collaboration with ADvTECH and its students represents a tremendous vote of confidence on the part of the global software giant.

It will also give students invaluable real-life exposure to machinations involved in software development.

“Students will work in a pre-set Teams and OneNote test environments and are challenged to test, troubleshoot and even break the products in any way they can, looking for behaviour that is either unintended in the software itself or features that can be manipulated for unintended use. This can be driven in any way our education partners see fit, either as a pre-planned objective or as a spontaneous ‘bug hunt’,” he says.

“Subsequently, their needs analysis developed in respect of their own learning and learning environment and mapping of their product against that marketplace, will give them experience that will be of real value in any real-life work environment.”

Mulder says students will be given the chance to write a wish list, mapped against their hack results and self-assessment, and develop a case study and proposal for future features which will be delivered straight to Microsoft Engagement and Engineering.

Stephen Reid, Senior Customer Engagement PM (EMEA) at Microsoft, says the company is committed to the development of student education and wellbeing, not just in school but beyond into the world of work and social engagement.

“The Hack-It programme is designed to help students become creators, not just consumers. By opening up our products to allow students to ethically hack, we are creating an ecosystem within our product portfolio that allows students to spend time exploring, understanding, reverse engineering and rebuilding our products in a way that makes sense to them, ultimately building critical skills for their future while allowing us to develop our products in direct alignment with their findings and ideas.

“We are proud to partner with ADVTECH on the world’s first Microsoft Hack-It and look forward to working with ADvTECH students across South Africa.”

Crawford International School I.G.C.S.E. students celebrate Cambridge results

tthomas@advtech.co.za (Tamara Thomas) — Wed, 26 Aug 2020 10:45:26 GMT

The inaugural class at the recently established Crawford International School Kenya delivered an exceptional performance in their first IGCSE exams administered by the University of Cambridge.

IGCSE stands for the International General Certificate of Secondary Education. It is a two-year programme leading to externally set, marked and certificated examinations from the University of Cambridge, whose curriculum is followed by Crawford. Any student who takes an IGCSE subject will be gaining a qualification that is recognised globally.

“We are blown away by the performance of our students, and congratulate them on their hard work and success,” says Jenny Coetzee, Managing Director at Crawford International School.

“As we celebrate our second year since opening next month, we are delighted that our standards of academic excellence have now been independently confirmed by this august institution,” she says.

Learning continued online at Crawford during the curfew, and although students were not able to sit for their IGCSEs in June, Cambridge accepted the predicted results submitted by the school. Three students got full house A's with one achieving seven A* - meaning performance over 90 percent.

Coetzee says 11 students sat the exam, and all of them came to Crawford from different schools across Nairobi and some were from the 8-4-4 system. On average, 4.2 A’s were achieved per student. 95 percent of all results fell within the A*-C bracket and 70 percent between A*-B bracket.

Crawford International School Kenya is a brand of Africa’s leading private education provider, JSE-listed ADvTECH. Enrolments at the school have been steadily climbing since it opened its doors in September 2018, and even continued during curfew as a result of its excellent online offering.

The school’s curriculum is based on a progressive educational approach which prepares children for the 21 ^st century and allows for development of the global competencies required of this century’s students. These include global citizenship, communication skills, entrepreneurial thinking skills, collaboration, and environmental awareness.

“We could not be more proud of our students and their educators, who performed despite the challenges faced in the past few months. We also sincerely thank our parents who supported the school steadfastly through this stressful period,” says Coetzee.

“And we proceed with confidence into the future, knowing that they have pioneered the way for our future students.”

SENS Announcement | 20 August 2020

tthomas@advtech.co.za (Tamara Thomas) — Thu, 20 Aug 2020 12:17:50 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH” or “the Group”)

TRADING STATEMENT AND OPERATING UPDATE FOR THE SIX MONTHS ENDED 30 JUNE 2020

Business update

The underlying performance of the Group during the six months ended 30 June 2020 has been most encouraging with a sustained level of performance from the tertiary division, a strong improvement in the schools operational performance, and an excellent result from the rest of Africa resourcing business.

The impact of COVID-19 was felt by all our divisions, but had its greatest effect on the earnings in the resourcing division in South Africa and schools in the rest of Africa, specifically Makini owing to the loss of the school year in Kenya. The Group continued to prioritise the delivery of quality education to our students, despite the unprecedented circumstances created by COVID-19. In addition, management took the following actions to defend the business:

Curtailed costs without furloughing employees in the schools and tertiary divisions;
Preserved cash, including through the lowering of capital expenditure; and
Capitalised on past strategic decisions that enabled the seamless transition to online education and continued efficiency improvements.

Pleasingly, both education divisions delivered resilient performances despite an increase in doubtful debts due to the impact of the national lockdown and the weaker economy. Aside from the effects of COVID-19, schools were further affected by the loss of fees for additional educational services such as boarding, aftercare and extra-curricular activities as well as some withdrawals of students particularly at pre-school level.

The rest of Africa resourcing business delivered a robust performance which resulted in good revenue growth for the resourcing division.

The cash preservation measures implemented during the period, has resulted in a significant reduction in net borrowing from that reported at 31 December 2019.

Trading Statement

The Group reports normalised earnings per share ("NEPS") in order to eliminate the effect of one-off transactions and corporate action costs from its results.

NEPS for the six months ended 30 June 2020 is expected to be between 0% and 5% lower than the comparative reporting period for the six months ended 30 June 2019 ("the comparative period") or between 40.4 and 42.5 cents per share as compared to 42.5 cents per share in the comparative period when excluding the one-off aspects from consideration.

To calculate Headline earnings per share (“HEPS”), the following adjustments are deducted from NEPS:

legal and other corporate actions costs;
write-off of deferred tax assets in subsidiaries where it is considered non-recoverable; and
the revaluation of deferred tax assets in the Kenyan subsidiaries resulting from a reduction in the tax rate.

HEPS is expected to be between 6% and 11% lower than the comparative period or between 38.6 and 40.8 cents per share as compared to 43.4 cents per share in the comparative period.

To calculate Earnings per share (“EPS”), the following adjustments are excluded from HEPS:

The loss on disposal of University of Africa; and
The one-off non-cash accounting impairments on the intended re-branding of the Maragon schools and the assets of two non-performing schools.

In accordance with paragraph 3.4(b) of the Listings Requirements of the JSE Limited, shareholders are therefore advised that EPS for the six months ended 30 June 2020 is expected to be between 22% and 27% lower than the comparative period. EPS is expected to be between 32.4 and 34.6 cents per share as compared to 44.4 cents per share for the comparative period, including the effect of the above adjustments.

The financial information on which this trading update is based, has not been reviewed or reported on by the Group´s external auditors.

ADvTECH expects to release results for the six months ended 30 June 2020 on the Johannesburg Stock Exchange News Service on or about Monday, 31 August 2020.

20 August 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 5 August 2020

tthomas@advtech.co.za (Tamara Thomas) — Wed, 05 Aug 2020 12:33:07 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH")

RESIGNATION OF INDEPENDENT NON-EXECUTIVE DIRECTOR

In terms of paragraph 3.59(b) of the JSE Limited Listings Requirements, the ADvTECH Board (“Board”) hereby notifies shareholders that Mr Stafford Masie has resigned as independent non-executive director and member of the investment and nominations committees, with effect from 5 August 2020.

The Board expressed their deepest appreciation to Mr Masie, for his valuable contribution over the last six years.

5 August 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

New ADvTECH school offering set to revolutionise online education

tthomas@advtech.co.za (Tamara Thomas) — Mon, 03 Aug 2020 09:09:40 GMT

Opening its virtual doors to learners from Grade R to Grade 9, from January 2021, ADvTECH’s new online offering, Evolve Online School (Evolve) will change the face of online schooling in South Africa.

“In this rapidly changing society, the one-size-fits-all method of teaching no longer makes any sense,” says Principal Colin Northmore. “Evolve starts by answering the question how we can make learning an adventure for each child?”

Evolve combines a user-experience focus with a trendsetting curriculum mapping system, developed at MIT, to personalise each child’s learning experience. Using the latest research, each child’s learning journey will be designed based on exclusive subject and skill maps.

Students will be placed within subjects according to their abilities, letting them progress faster where they are gifted and work at a more deliberate pace to master content they find more challenging. The result is that each student’s learning experience is tailored to their specific needs, and they are encouraged to grow at a pace that suits their ability and enthusiasm.

The ADvTECH online model uses Apple/iOS technology, and will incorporate:

Learning Architects drawn from master teachers across the country to develop curriculum content.
Learning Activators who will ensure a holistic digital learning journey as opposed to simply copying and pasting the physical class into a virtual space.
Life coaches who will help develop crucial 21st Century skills and global competencies in students.

“There will be a strong focus on foundational, social and emotional learning skills. Our team of life coaches will focus exclusively on these skills. Our children are growing up in a world very different from the one in which we grew up. Things that we, as adults, deal with and take in our stride they are already facing at a very young age. Our life coaches will play a very important role in teaching students how to deal with issues such as stress and anxiety, and help them develop coping mechanisms, resilience and a growth mindset,” added Northmore.

Evolve will make use of the following:

Diagnostic testing to determine the exact level of proficiency of a student before placement, and during the educational journey.
Asynchronous learning so that learners can move through content at their own pace and according to their own proficiency. Students will also have direct access to their teachers who will facilitate extra activation classes.
Synchronous learning where our students will also be able to attend live interactive classes, making this a true online school.
Socialisation opportunities with academies, studios and day camps monthly so that students can meet other “Evolvers” and get green time to balance their screen time.

“If we have learned anything from this crisis it is that we need to rethink how we approach our children’s education. Evolve aims to bring together current best practice with trailblazing features to ensure that the online educational journey is focused on academic excellence,” concluded Northmore.

Registrations open in September. The school will cater for Grade R-9 from January 2021. Grade 10-12 will be phased in from 2022. ADvTECH is Africa’s largest private education provider. Its schools division includes iconic brands such as Crawford Schools, Trinityhouse and Abbotts.

Visit www.evolveonline.co.za for more information or mail info@evolveonline.co.za .

GRADE 9s: LET THE 3 Ps GUIDE YOU WHEN CHOOSING YOUR SUBJECTS

tthomas@advtech.co.za (Tamara Thomas) — Mon, 27 Jul 2020 06:34:08 GMT

Choosing the subjects they will sit for during the National Senior Certificate exam three years from now is an important and challenging task facing Grade Nines at the moment, because this combination of subjects will influence their choices down the line, and impact on performance and motivation over the next three years and beyond. Therefore Grade Nines should, with the help of their parents, guardians, teachers and outside experts, give careful consideration to the factors at play before settling on their final subject combination, an education expert says.

“Trying to cover all your bases taking into account all eventualities can become quite confusing, particularly if you don’t yet know what you want to do after school, so we advise Grade Nines to consider the holistic 3-P approach when weighing the pros and cons of various subject combinations,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

She says Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen after careful consideration.

“When considering your options for this balance of subjects, you should take into account your Passion, your Performance, as well as the Potential options available to you in future,” she says.

PASSION

Dr Mooney says one of the benefits of the current situation, where much work is done independently at home by learners and therefore without peers or teachers influencing perceptions, is that learners will be able to get a better idea of which subjects they are passionate about.

“If you find yourself drawn to a particular subject, or that you have a natural feel for it, that’s a definite sign that you should consider it as part of your subject choice bundle. Of course it may be that you are good at something but have no idea how that can translate into a possible career down the line.

“In that case, it would be a great idea to approach career centres and student counsellors – online for now of course – at higher education institutions, and discuss with them potential fields in which this subject may play a role. That will have the double benefit of revealing careers you may not have been aware of, as well as providing a boost of motivation to commit to doing even better because now you know where your passion might take you in future.”

POTENTIAL

Even if you already have an idea of what you want to study after school, you should still leave as many doors as possible open to allow for a change of heart later, and that is where so-called ‘gateway’ subjects enter the picture.

“Certain subjects such as Maths and Science allow you to keep your options open, as many areas of further study require them. If you are one of the many who struggle with precisely these subjects, it may be worth keeping only one of them so that you can focus your efforts,” says Mooney.

“The aim is to ensure that your choice positions you well to pursue as wide a range of qualifications as possible, that will allow you to demonstrate a well-rounded foundation when you leave school.”

Mooney adds that learners struggling with a particular subject now because of the changed circumstances of lockdown should not just give up and walk away from it.

“Things may be harder now, but it is worth persevering and getting additional help if necessary,” she says.

PERFORMANCE

It is important to also include subjects that will boost your Matric aggregate, Dr Mooney says.

“Because of the greater academic demands at higher education level, and the limited space at public universities and private higher education institutions, admission to higher education is performance-based – meaning simply that those with better marks stand a better chance of landing a space.

“So it makes sense to choose one or two subjects which will boost your aggregate and improve your chances of being accepted into the higher education institution and qualification of your choice,” she says.

Mooney says although our current environment is challenging due to Covid-19 and the resultant lockdowns, Grade Nines should still look to the future and focus on what they can do now to broaden their options in future.

“We don’t know what the future will look like, not in the short term nor the long term. Yes, we are facing unprecedented challenges, but with that, we will also be facing new opportunities and different ways of doing in future. Where in the past the road after school was pretty standard for many, who opted to pursue historically prestigious degrees without giving it much thought, the world of work has been changing and will change dramatically.

“So be sure you are aware of emerging careers, and that you position yourself in such a way that you’ll be prepared for the workplace of the future, not the workplace of the past.

Relief as assisted learning students return to school

tthomas@advtech.co.za (Tamara Thomas) — Mon, 06 Jul 2020 08:26:55 GMT

Learning during lockdown has been a challenge for many families over the past few months. However, for assisted learning students, who require additional attention and support, the return to school has been cause for great relief.

“Most parents and guardians who had to support their children with online learning during the initial hard lockdown will confirm that learning from home, even where all the resources were in place, and where children didn’t require specialised interventions, has been somewhat of a learning curve. While distance learning to some degree helped assisted learning students stay on track with their educational journeys, it simply can’t replace the important work that gets done in person by professional, specialist educators,” says Dr Greg Pienaar, Principal at The Bridge, a brand of ADvTECH, Africa’s leading private education provider.

The Bridge, which opened its doors in January 2018, has filled a niche demand in education, catering to students who face certain learning barriers and social or emotional challenges. Typically these children are not necessarily catered for in either mainstream or special needs schools. So for children with average to above average ability, whose learning is impacted by challenges such as ADHD, ADD, dyslexia, mild autism, anxiety, or children who have been through illness or trauma which has affected their scholastic progress, The Bridge has been a lifeline. A neurodiverse approach is followed at The Bridge, ensuring that all students are included, catered for and receive the additional support they require.

Students have been able to reap the benefits of small classes, an individualised learning approach and therapeutic programmes to address the challenges that kept them from succeeding in mainstream schools.

But Dr Pienaar says that while the lockdown was necessary, and widely supported to allow the country to prepare for the pandemic and ensure the safety of as many people as possible, it placed a substantial and not often acknowledged burden on students with particular needs.

“For instance, for children on the Autism spectrum, being physically in the presence of other children and their teachers, often helps them to participate, which is not replicable in an online environment. Children with cochlear implants need to be able to see the face of their teachers as part of their therapeutic development, because lip-reading enables them to progress.”

Many assisted learning students have concentration and focus challenges, which specialised teachers are able to address more efficiently in the classroom.

“These students benefit from teachers prompting them gently and monitoring behaviour to enable focus and participation,” says Dr Pienaar.

Much has been said about the impact on lockdown on increasing anxiety in learners, this impact has been substantial for learners who had pre-existing struggles with anxiety.

“This anxiety appeared to be heightened when the children worked from home, particularly when connectivity failed or children felt they might be missing out on work or that they were not making progress. For students with sensory, motor or perceptual challenges, the return to school now means that they can once more see their therapists physically, whether an Occupational, Physio, or Speech Therapist. For the therapists to be able to interact in the same room with the child makes a tremendous difference,” says Dr Pienaar.

He says while all safety precautions are being taken at school, it is without a doubt in the interest of assisted learning students to be able to continue their educational journey physically in an environment that fosters academic excellence and empowerment through personal, specialised attention.

“In the few weeks since our students were able to return to school, we are already seeing them starting to flourish in this nurturing environment again, and we are hopeful that as normality returns to some degree, they will be getting back on track with renewed confidence and belief in their own abilities and their future.”

Grade 12s: The 3 factors to consider when deciding on future studies

tthomas@advtech.co.za (Tamara Thomas) — Wed, 01 Jul 2020 06:24:25 GMT

The world looks very different today compared to when the Matric Class of 2020 entered their final year of school six months ago. Covid-19 and the resultant lockdown have caused much upheaval for this year’s Matrics, not least in terms of the way their educational journey has changed. But while much of their experience is different for this year’s Grade 12s, one thing has not changed – the need for them to decide what they will study and where when they progress to higher education next year.

“Your journey might seem tough right now, and the future uncertain. But although things are different, you must continue to work towards realising your dreams, and this includes weighing your options carefully before deciding on the best course of action for you, for continuing your education in 2021,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Payne says the process and considerations involved in making higher education decisions have changed as a result of the way the world has changed, and Matriculants and their parents need to take that into consideration.

“For example, in previous years, we would advise students to attend Open Days at various institutions, visit campuses to speak to student advisors and faculty staff, and connect with current and former students. It goes without saying that this physical legwork is no longer an option in the form that it used to be in the past.”

The good news however, is that quality institutions will now be hosting Virtual Open Days, which allow prospective students to actually ‘visit’ more campuses, and give them quicker access to advisors by scheduling online appointments. Additionally, some institutions will allow on-campus visits, by appointment.

“In addition to getting a feel for institutions via online meet-ups, the considerations for determining the quality of offering and an institutions’ ability to provide seamless, sustainable education have also irrevocably changed in recent months,” Payne notes.

She says when considering higher education options now, prospective students have to assess the following 3 factors:

1) THE ABILITY OF AN INSTITUTION TO PROVIDE A SUPERIOR ONLINE OFFERING

As many students realised during lockdown learning, a good contact education does not necessarily translate to a good online education, says Payne.

“This means that historic ideas of what made a good, ‘prestigious’ institution have been turned on their head. You have to ensure that any institution for which you opt will be able to offer a superior education regardless of delivery method. So this year’s Matrics are, for the first time, able to get a real insight into how institutions actually managed to do this over the past few months, regardless of whether they are a public university or private higher education institution.”

Payne says some of the questions to ask in an effort to determine an institution’s competence in terms or their online offering, include:

a. Whether the institution has an online learning platform,

b. How the institution uses the platform for teaching and learning,

c. How lecturers teach using the online platform,

d. What students are expected to do on the online platform,

e. What resources students need for online learning; and

f. What statistics show in relation to attendance, submission of assignments, and student progress during lockdown.

“Obviously if an institution doesn’t have an online platform, or if their online platform did not effectively support the continuation of learning, one should think twice about opting for such an institution going forward,” Payne says.

“So be sure to interrogate all your choices to get a clear sense of what they did for their existing students these past few months, how they assisted those students whose circumstances required additional support, and whether their students were able to adapt to the new environment.”

2) AN INSTITUTION’S FOCUS ON WORK-INTEGRATED LEARNING

A focus on work-integrated learning and industry alignment was important in the past, but now it is more important than ever, says Payne.

“Given the massive loss of jobs in the wake of Covid-19 and global lockdowns, opportunities are going to be limited in coming years. When hiring picks up again, employers will want to be very clear that they are appointing graduates who are able to do the job and not just have paper credentials to show for their time at university.

“This means that you should ask of institutions how their curricula are connected to the real world of work, how closely they work with industry to ensure you engage with relevant, updated learning material, and how work-integrated learning is incorporated in the curriculum.”

The additional benefit of work-integrated learning, is that this also provides students with a portfolio of evidence upon graduation, which gives them additional collateral during the job hunt, Payne says.

3) THE REGISTRATION AND ACCREDITATION STATUS OF AN INSTITUTION AND QUALIFICATION

One thing that has not changed, is the need to ensure an institution is properly registered and accredited, Payne says.

“Bogus colleges and qualifications have been a challenge in South Africa in the past, and one expects unscrupulous operators will continue to prey on the most vulnerable in future. This is why you need to start considering your options now, and not leave your decisions about your future too late, when you might be desperate to further your studies but find yourself with fewer options.

“Give yourself sufficient time to investigate the institutions and qualifications that interest you, so you’ll be better positioned to investigate them thoroughly, and weed out those which will cost you time and money without providing the required return on investment.”

Payne advises Matrics must start investigating their options without delay, and to spend a little time every week working on their higher education checklist.

“At this stage, you may not yet be sure what you want to register for, or how to connect with institutions. But the fact is that higher education continues, and good institutions will have the systems and advisors in place to help you on this exciting journey – you just have to reach out.”

Spotlight on mental, psychological awareness during pandemic

tthomas@advtech.co.za (Tamara Thomas) — Wed, 01 Jul 2020 06:12:55 GMT

Nonexecutive director on several boards, including Sanlam, MTN-SA, Spur, Advtech and Afrocentric, Professor Shirley Zinn has warned that mental and psychological awareness are of equal importance to other factors as the country’s economy slowly opens amid the coronavirus (Covid-19) pandemic.

She was addressing a virtual congress organised by Business for South Africa themed ‘How should business pivot to respond to the mental health challenges related to the Covid-19 pandemic?’

It has been reported that many employees are weary of returning to work, not only for fear of becoming infected on their way to work, in boardrooms or in normal work scenarios, but also because of stigma and confusion in respect of new workplace policies and intra-workplace relations.

Zinn noted that the way in which companies reintegrate employees back to work would be a huge factor in spite of protocols and safety measures.

“We need humanising of our leadership in order to ensure that employees are better supporting our people through all of this. We have challenges of Section 1 and 9 that are rapidly emerging as the country is dealing with more and more job losses. How human resources and line managers are guiding their employees is a huge factor. The problem of mental awareness has been around for a long time but the coronavirus pandemic has put a spotlight on mental health like never before,” she explained.

She mentioned that many people were now dealing with new realities such as financial stress, disadvantaging many people who had previously been struggling with mental health before Covid-19.

“Whilst some employers did not offer their employees more support it is heartening to find that many understand the importance of mental support for their employees. Human resources departments, often viewed as the heart of the organisation, are trying by all means to offer support,” she noted.

She said that engaging and building a culture of care and openness for employees built a valuable foundation for healthy workplaces and promoted productivity.

Touching on workers who were living with comorbidities, and pre-existing physical and mental challenges she said human resources departments were expected to lead their organisations through this difficult time but also added that they should be given the resources and capabilities to fulfill their work.

“This is personal and this is real. We need to focus on this as seriously as we possibly can,” she concluded.

As the world returns to work, demand for OHS officers set to rise

tthomas@advtech.co.za (Tamara Thomas) — Thu, 25 Jun 2020 12:20:24 GMT

In recent years, the demand for Occupational Health and Safety professionals increased as a result of tightening regulations locally and globally. This demand is expected to rise even further in coming months as the world returns to work following Covid-19 shutdowns, as companies and organisations are compelled to ensure sites are as safe as possible for staff, customers and other stakeholders entering their premises.

In a recent position paper on Covid-19, the Institute for Occupational Safety and Health (IOSH) noted that Occupational Health and Safety (OHS) professionals play “important roles in helping organisations and governments to protect lives and manage OSH and wellbeing risks, business continuity and sustainability. They work throughout all sectors and for organisations of all sizes and types across the globe”.

Phakamani Mswi, OHS Officer at Oxbridge Academy, a private college that serves more than 20 000 South African distance learning students every year, says as opportunities in the sector grow, it is also expected that more prospective students will realise the value of studying towards and pursuing a career in this growing field.

“We’ve absolutely seen a surge in OHS-related activities recently, with governmental departments and companies recruiting health and safety officers to assist with screening, data capturing and compliance monitoring,” he says.

“And as more and more people return to work and companies, and schools and universities open their doors, we expect the need for dedicated OHS officers to increase even further. In fact, most companies with more than a handful of employees are likely to require qualified and trained staff to look after these specialised portfolios, particularly as we learn to live with new ways of normal while Covid-19 remains a factor.”

Mswi says that duties of OHS officers can include the development and implementation of health and safety policies, outlining safe operational procedures, promoting employee health and productivity, assessing and managing risk in the context of occupational health and safety, performing site inspections and safety audits, investigating workplace accidents and safety-related complaints, producing health and safety reports, conducting in-house occupational health and safety training, and staying up-to-date with new developments in health and safety legislation.

“The first port of call for someone considering pursuing a career in OHS, is to investigate the large variety of job opportunities in the field, and then match that to a course that will give them a solid starting point from which to build their career, because there are so many different roles and specialisations within the sector,” he says.

“Doing a short course initially is a good way to get your foot in the door and determine whether OHS suits your skills and interests, because it will give you the knowledge and competency that is core to an OHS job role. We also advise trying to get some practical, on the job experience even while studying, as experience is a key factor in OHS hiring decisions.”

Mswi says for individuals who are able to think clearly, and who are detail-focused, OHS is a great career to pursue, as the possibilities for growth are many and varied, locally and globally.

“With the OHS sector clearly on a growth path, it makes sense for young people starting out in life, or those considering a career change, to give serious consideration to this industry,” says Mswi.

Leading private education provider embraces online learning

tthomas@advtech.co.za (Tamara Thomas) — Tue, 23 Jun 2020 07:45:30 GMT

What started as a pilot project two years ago with the ADvTECH Group to test the potential of remote teaching and learning at its South African schools, has evolved into a full-scale rollout to transform primary and high school education in South Africa, Botswana, and Kenya.

“Online learning as a concept has been discussed for many years. Unfortunately, up to now it has mostly been theoretical. But given how technology has permeated every facet of our lives, it has become essential to progress towards a more future-focused education environment. This requires an approach that goes beyond any specific curriculum and accounts for delivering content and skills on a variety of subjects using more innovative ways,” says John Luis, head of academics at ADvTECH.

Luis cautions that technology on its own does not necessarily enhance educational performance. Instead, it prepares learners for their future job environments.

“Online learning will not suddenly result in learners performing better at science, maths, and other subjects. It is a tool that gives our children the confidence they need to work with technology in a digital market. Schools that embrace this not only provide their learners with a quality education, but also a real sense of technology and how it integrates into the world of work,” he says.

Embracing technology

ADvTECH partnered with Microsoft to roll out the technology company’s Teams integrated collaboration platform, which incorporates chat, video, and audio meetings, file storage, shared files, calendars and apps, and collaborative editing.

“With 110 schools in our stable, we approached Wits University to become our training partner to empower teachers with an intimate understanding of the platform. Each school identified two digital leaders to be trained, who in turn, conducted their own training at the school to implement Teams. As of the second semester (which began on 14 April), more than 2 000 teachers across the three countries were actively delivering classes via Teams,” says Luis.

Prior to the country lockdown, ADvTECH ensured that all teachers went through intensive refresher courses to make sure they would be comfortable with the online learning environment and knew how to structure lessons to optimally benefit learners.

“Despite being online, our schools are keeping stringent attendance registers to ensure learners attend the virtual classes. Many have kept their rosters unchanged so as to not disrupt the experience of going to school albeit using digital means. We have seen teachers embrace the Teams environment to make lessons more engaging and have incorporated technology to provide for quite an innovative classroom situation.”

He says one of the learnings to date has been that teachers present via their laptops and be participants on their mobile devices so they can see what their students see.

“This can mitigate the risk of the lesson not being displayed properly or any other visual challenges. Online education is highly dependent on the type of connectivity teachers and learners have at home. Fibre provides the best experience with 3G sometimes struggling to deliver an effective audio and visual experience.”

The way of the future

Beyond the current situation, Luis believes that Teams will change the future of remote teaching and learning.

“It is not going to be a case of going back to the old way of education. Instead, a hybrid approach will be driving learning. As teachers start getting comfortable with the technology, they are getting more excited about its potential. We will never move completely away from a face-to-face environment, but Teams can greatly enhance the potential of using technology at schools,” he concludes.

Communication key to helping your child navigate the new normal at school

tthomas@advtech.co.za (Tamara Thomas) — Wed, 10 Jun 2020 07:43:01 GMT

With more grades returning to school in coming weeks, in line with South Africa’s phased back-to-school approach, parents and guardians should keep the lines of communication open through frank conversations and feedback, an education expert says.

“Our children are being faced with many challenges from different fronts during this time, and despite their schools being familiar spaces, that to which they are returning is looking different to the way it did before,” says John Luis, Head of Academics at ADvTECH Schools.

“On the homefront, they would have been exposed to the concerns around fear of Covid-19, the economic impact of the lockdown, keeping their educational journeys on track despite not being physically in school, and many other stressors,” he notes.

And although the economy and schools are opening up again, with the daily lives of South Africans returning to some new version of normality, children will still have to grapple with many, and new challenges, in the weeks and months to come.

“It’s important that parents help students understand – in an age-appropriate way – that although we are going back to ‘normal’, things will be different for quite some time still, and to help them prepare mentally and emotionally for the changes that may be on the cards.

“Parents should also be realistic and not expect students to bounce back into the school groove immediately – it is going to take some time to adjust to reshuffled curricula on the one hand, and the logistical requirements around staying as safe as possible for the foreseeable future, while the virus remains a threat. So, children must be prepared for the reality that although they are getting back into a school routine, things will still be very different from the way they were before. And this should not be viewed in a negative light, but rather accepted and embraced as the new way we’ll live our lives for now,” says Luis.

He says as a first step, parents should study the information they received from schools, so that they understand how adjusted logistics will work, what will be expected from students in terms of mask wearing and social distancing, as well as any other novel processes and procedures. These should then be shared and discussed with students to ensure they are not caught off-guard by how things have changed on the campus.

“Parents have an important role to play in helping their children understand the situation, acknowledging their emotional responses, and helping them navigate these feelings in a healthy way,” says Luis.

It is also necessary to design and start implementing new routines, he says.

“School times may be staggered, and there will be no extra-murals, so the school day will also look different. Parents who work may need to consider how they are going to manage these changed logistics, and must devise a plan for how the day will look going forward. Children would have, to some degree, become used to taking the day and their own time management on their own terms, so waking up very early again while it is still dark, and sticking to a stricter routine, may take some getting used to.

“There are many examples such as these, some minor and some major, of how the days and the lives of our children will be changing. These will also take their toll, which is why communication is so important, and also an acceptance of the fact that everyone is trying to find their groove again, but that it isn’t always going to be easy. We as parents have to be kind to ourselves in this regard, and also allow our children the space and support to find their own feet again on their educational journey.”

Very importantly, some allowance has to be made for the fact that some students might return to find that some of their peers have, during lockdown, mastered work which they have not yet.

“Educators are very aware of this reality, and will be doing all they can to get everyone on the same page once more. It is not worth adding undue pressure at this stage, which will only introduce additional anxiety for children, and between children and their parents. If a child is concerned about ‘being behind’, put their mind at ease that you will address the matter together, and speak to the teacher to get guidance,” says Luis.

“The key to the coming transition, is to understand that things will be different and challenging at first for most, but that with understanding and regular, open communication, the road will become increasingly less rocky.”

The IIE stands for anti-racism

tthomas@advtech.co.za (Tamara Thomas) — Mon, 08 Jun 2020 11:50:35 GMT

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.

ADvTECH stands for anti-racism

tthomas@advtech.co.za (Tamara Thomas) — Sun, 07 Jun 2020 11:59:07 GMT

SENS Announcement | 1 June 2020

tthomas@advtech.co.za (Tamara Thomas) — Mon, 01 Jun 2020 11:37:43 GMT

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 DIRECTOR AND BY ASSOCIATES OF A DIRECTOR OF THE COMPANY

Johannesburg

01 June 2020

Sponsor: Bridge Capital Advisors Proprietary Limited

ADvTECH Schools opening for phased return

tthomas@advtech.co.za (Tamara Thomas) — Sun, 31 May 2020 09:10:28 GMT

ADvTECH would like to confirm that we will be proceeding as planned with the phased return of our students. We take note that the media briefing by the Minister of Basic Education, Mrs Angie Motshekga, has been moved from tonight to tomorrow morning. Therefore, we will proceed with opening as planned tomorrow, based on the strength of the latest official communication received from the Department of Basic Education.

Our schools are ready and able to proceed, with the safety of our employees, students and our communities as our top priority. We look forward to welcoming our Grade 7 and Grade 12 students back tomorrow. We believe that returning to school is in the best interest of all and we are confident in our decision to proceed as planned.

We remain vigilant of changes in the regulatory framework and should an official change in direction be received from the department, we will communicate it as soon as possible thereafter. We are working closely with the Department of Basic Education as well as the Independent Schools Association of Southern Africa to ensure ongoing compliance.

Please do not hesitate to contact your specific school should you have any questions.

SENS Announcement | 29 May 2020

tthomas@advtech.co.za (Tamara Thomas) — Fri, 29 May 2020 07:25:22 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("ADvTECH” or “the Company” or “the Group")

RESULTS OF THE 2020 ANNUAL GENERAL MEETING

In terms of section 3.91 of the JSE Listings Requirements, shareholders are hereby advised that at the annual general meeting of shareholders of the Company held Thursday 28 May 2020, all the proposed ordinary and special resolutions, as set out in the notice of annual general meeting contained in the Integrated Annual Report, save for the withdrawal of ordinary resolutions number 4 and 5, were approved by the requisite majority of shareholders present or represented by proxy.

Special resolution number 1 which relates to the fees for non-executive directors was amended. The Board of Directors had resolved that no increase in directors’ fees be tabled for shareholder approval owing to the impact of COVID 19. Shareholders are referred to the SENS announcement published on 27 May 2020 in this regard.

Details of the results of voting at the annual general meeting are as follows:

The meeting was well attended by 414 135 733 ADvTECH shares, representing 75.47% of the total ordinary issued share capital of ADvTECH, voting in person or by proxy.

1. Ordinary resolution number 1: Adoption of the annual financial statements

2. Ordinary resolution number 2: Appointment of Ms KM Gugushe as a non-executive director

3. Ordinary resolution number 3: Re-election of Mr CH Boulle as a non-executive director

4. Ordinary resolution number 4 : Resolution withdrawn

5. Ordinary resolution number 5 : Resolution withdrawn

6. Ordinary resolution number 6: Re-election of Dr JM Hofmeyr as a non-executive director

7. Ordinary resolution number 7: Re-election of Mr KDM Warburton as a member and chairman of the audit committee

8. Ordinary resolution number 8: Re-election of Dr JS Chimhanzi as a member of the audit committee

9. Ordinary resolution number 9: Election of Ms KM Gugushe as a member of the audit committee

10. Ordinary resolution number 10: Appointment of external auditors

11. Ordinary resolution number 11: Issuing shares for cash

12. Ordinary resolution number 12: Signature of documents

13. Non-binding advisory vote number 1 – Remuneration policy

14. Non-binding advisory vote number 2 – Implementation policy

15. Special resolution number 1: Approval of non-executive directors’ fees

16. Special resolution number 2: Authority to make loans or give financial assistance to subsidiaries and related or inter-related companies

17. Special resolution number 3: General authority for the acquisition of shares issued by the Company

As a result of more than 25% of the votes exercised against the non-binding advisory resolution, in terms of the recommendations of the King IV Report on Corporate Governance for South Africa, 2016 and paragraph 3.84(k) of the JSE Listings Requirements, dissenting shareholders are invited to forward their concerns/questions on the Group remuneration policy to the Group company secretary Nwabisa Piki in writing at npiki@advtech.co.za by the close of business on 12 June 2020;
Following the responses received from the dissenting shareholders in accordance with the above, appropriate engagements will be scheduled with such shareholders at a suitable date and time.

The voting results and the nature and steps taken to address the objections raised by shareholders on the remuneration policy will further be disclosed in the next annual integrated report.

The Board believes that the remuneration policy is essential as the Group seeks to entrench a culture of high performance by aligning the remuneration philosophy with the business objectives, values and strategy.

29 May 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 28 May 2020

tthomas@advtech.co.za (Tamara Thomas) — Thu, 28 May 2020 11:43:31 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“ADvTECH” or “the Company”)

CORRECTION ANNOUNCEMENT - DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY

Shareholders are referred to the SENS announcement released on 27 May 2020. In terms of paragraphs 3.63 to 3.74 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), shareholders are advised of the dealings in securities of the Company by a prescribed officer and that clearance to deal was obtained.

Johannesburg

28 May 2020

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 27 May 2020

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 14:53:31 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH” or “the Group”)

VOLUNTARY BUSINESS UPDATE AND FEEDBACK FROM THE BOARD MEETING RESULTING IN AMENDMENT TO SPECIAL RESOLUTION 1 TO BE TABLED AT THE AGM ON 28 MAY 2020

Overview

ADvTECH achieved a 10% increase in enrolments for 2020 compared to the prior year with both Schools and Tertiary divisions experiencing good growth. This, together with the efficiency improvements achieved in the Schools division, and with a solid performance by the Resourcing division, resulted in the Group delivering a strong financial performance for the first quarter to 31 March 2020. This level of performance, however, will not be sustainable for the remainder of the year as a result of impact of the national lockdown on the economy.

ADvTECH continues to monitor the ongoing regulatory environment and we are preparing for various scenarios for re-opening our schools and tertiary institutions. Our readiness plans are advanced. We have drawn on local and global best practise on how to open our schools in a responsible manner.

Our duty remains the provision of the highest quality education, across all educational divisions, in such a way that students are all able to participate and benefit, while remedial and ameliorative actions have been instituted for those not able to participate optimally. A key component of our online offering lies in pastoral care, where the pastoral care teams set up at each school ensure that our parents and students receive ongoing guidance, support and nurturing on an individual basis.

We transitioned to a full online offering at the beginning of the lockdown. Our focus has been to ensure that staff and students have the best remote working and learning experience. Because we have leveraged off our existing licences, we were able to scale to meet demand for more users, without having to incur significant capital expenditure.

Collections were circa 20% lower in April compared to the same month last year - with a shortfall of collections of approximately 30% in the Tertiary division and 10% in the Schools division. While collections continue to be challenging, month-to-date collections for May are 10% below the same month last year, with both the Tertiary and Schools division’s showing a reduced shortfall compared to April 2020. We have instituted individualised interventions to support those who have been negatively impacted as a result of the lockdown. To date, at a cost of R24 million, ADvTECH has assisted 5 386 families, whose ability to pay full school fees was impacted by COVID-19.

In the rest of Africa, the Group has adopted a similar policy as in South Africa. We have implemented on-line programmes to support continuous education. However, the adoption rates are lower than in our schools in South Africa - although there are signs that this is improving.

Currently, to a large extent, we have been able to cushion most of our employees and stakeholders from any major impact as a result of the lockdown. We have, however, had to implement stronger action in our Resourcing division where business activity has been reduced dramatically owing to the downturn in economic activity.

Schools

We are finalising preparations for a phased return as of 01 June 2020 while also continuing to offer online teaching to those students that are not ready to return to the classroom. The relevant protocols and necessary equipment are in place and our schools are ready to receive our students. The safety of our employees, learners, and students and staff is our primary concern.

We’ve had average attendance of 95% on our online classes. Our staff have received positive feedback on the quality of the programme and their engagement levels, to the extent that we have witnessed some new intakes during lockdown. Unfortunately, we have also experienced some leavers particularly in the lower grades where more parent supervision is needed, and in some instances where it is no longer affordable for parents.

Tertiary

For a number of years, we have been applying the use of some online learning in campuses to supplement face-to-face learning. This has prepared our faculty to deliver in a digital environment and allowed for a seamless transition to our online offering.

Our more than 40 000 campus-based students have transitioned to an integrated learning management system, with quality assurance and accreditation for all our qualifications. Low data requirements are standard for our solutions. Students were also provided with data and reverse billing to enable access to learning material and engagement.

We have found lower levels of engagement in the tertiary institution than at the schools, as more discretion can be applied at a tertiary level. As we begin to transition back to contact classes from the beginning of June, these students will be our priority. We want to avoid as many as possible from foregoing the academic year. Additional, mid-year enrolments are unlikely to materialise and the dropout rate at the tertiary level is also likely to increase.

Resourcing

Recruitment activity reduced dramatically. The South African recruitment business has been severely affected by the pandemic, and the significant reduction in business activity has forced us to take stronger action in order to preserve cash.

We have had to introduce short-time and skeleton staffing arrangements to make payroll savings. We have also negotiated rental reductions and other cost savings with suppliers as we attempt to ensure that we can sustain the organisation through this very difficult period. These changes have been well planned and executed by the Resourcing management team. The cuts have been implemented across the board on a graduated basis to lessen the impact on the lower earning level employees.

The strategy of market and geographic diversity has proven to be valuable for the Resourcing division. Our rest of Africa operations have been relatively unaffected. We have continued normal operations and, to date, the results are very pleasing. Consequently, the combined Resourcing division remains viable despite the extreme difficulty faced in the South African market.

Financial update

Management has given due consideration to the effect that the COVID-19 pandemic could potentially have on the financial position of our business and its solvency and liquidity position. We have considered the business environment, the expected outcomes of the economic environment on our stakeholders, on fees and collections, as well as the capital expenditure needs of the Company in the short to medium term.

In addition to the revenue losses in the Resourcing division, we are experiencing losses on boarding fees, extramural and aftercare fees, as well as some de-registrations. While our business is mainly fixed cost based, we have worked tirelessly to curtail any discretionary costs and any variable costs which we can forego without harming the business and livelihood of all our stakeholders while also making use of the allowances available from Government. These include conferences, travel, cleaning, water and lights, printing and other consumables. These costs savings, however, will amount to far less than the lost revenue. While the immediate challenges need to be navigated, the aim and focus is relentlessly on ensuring ongoing organisational sustainability. We will incur some costs to make the schools safe and have all the necessary protective equipment in place.

We presented our sensitivity model to our Board to test different scenarios to inform our capital management plans, and have implemented a series of cash preservation measures, including curbing non-essential capex until visibility improves. The Group does not foresee spending more than R300 million in the current financial year on capex.

The cashflow impact is at this stage difficult to quantify, and while there is no doubt that this crisis will have a material impact on the Group’s earnings, our sensitivity analysis demonstrates that the Group has significant capacity to navigate this crisis within its existing facilities.

While the situation remains challenging, we believe that we have done the best with what is within our control, and the rollout of well thought out business continuity measures will allow us to continue to minimise the impacts. We have maintained a strong balance sheet, and our capital expenditure containment measures are sustainable.

The Board and management therefore remain satisfied that the Group has significant resilience to navigate this crisis within its existing facilities.

Board meeting outcomes

Dividend decision

Shareholders are advised that the Board has met to consider paying a dividend or a share buyback in lieu of dividends as advised in the annual results announcement published on SENS on 23 March 2020.

In the current environment and with the heightened level of uncertainty, the Board decided not to declare a final dividend for the financial year ended 31 December 2019 or to undertake a share buyback. The Board also do not consider that declaring an interim dividend for 2020 would be appropriate due to the lack of clarity on the economic outlook and the effect of COVID-19 on our business and operations over the medium term.

Amendment to Special Resolution 1: Non-executive directors’ fees

Considering the current financial environment and uncertainty, the Board has resolved that the fees payable to non-executive directors will not be adjusted for the period July 2020 to June 2021. Accordingly, the Company will no longer be asking Shareholders to adjust non-executive directors’ fees.

The Board has resolved to amend Special Resolution number 1 to read:

Section 66(8) (read with section 66(9)) of the Companies Act provides that, to the extent permitted in the Company’s MoI, the Company may pay remuneration to its directors for their services as such provided that such remuneration may only be paid in accordance with a special resolution approved by Shareholders within the previous two years.

These requirements are echoed in King IV and the JSE Listings Requirements. The Company’s MoI provides that the directors shall be paid such remuneration as determined from time to time by a general meeting.

After consultation between the Board and management, and notwithstanding feedback on the benchmarking of fees payable to non-executive directors, it is proposed that no increase in non-executive directors’ fees for 2020 be tabled at the AGM as the Company conserves cash owing to COVID-19; and that fees be payable quarterly in arrears for the period July to June of the following year.

Special resolution number one

“Resolved that the payment of the following fees to the non-executive directors for their services to the Company for the period 1 July 2020 to 30 June 2021, as well as any Value Added Tax (“VAT”) payable on such fees by directors be and is hereby approved, with a 20% premium being payable to non-resident non-executive directors:

The amendment of Special Resolution number 1 from the AGM does not affect the proxy form already submitted/or to be submitted in respect of other resolutions to be presented at the AGM.

If a Shareholder has already submitted voting instructions or forms of proxy, prior to the publication of this announcement, such voting instructions or forms of proxy will remain valid, unless the Shareholder submits new voting instructions or forms of proxy.

Closing

It is too early to offer any new financial guidance, as we will need greater certainty of the economic impact of COVID-19 on all our operations. What we can assess is that there is a general slowing in collections, and we expect debtors due to increase, which is likely to lead to increased bad debts and a greater level of provisioning for doubtful debtors, as well as some withdrawals due to financial hardship. The Group believes, however, that its business and brands are well positioned to continue to grow in the future, because more operating efficiencies can still be achieved.

For the past three months we have been working on our plans for our ADvTECH Online School concept, which we aim to launch in January 2021, and we have recently appointed our first online school principal.

We have learnt a great deal as a Group, developed new material and skill sets that will prove to be invaluable in the future. But what is most notable, is that the COVID-19 pandemic has provided the organisation with a valuable test and opportunity to develop our business in a post COVID-19 world.

Any forward-looking statements contained in this announcement have not been reviewed nor reported on by the Company’s auditors.

27 May 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

SENS Announcement | 27 May 2020

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 14:14:30 GMT

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

Prescribed Officer: DL Honey

Company of which a Prescribed Officer: ADvTECH Limited

Type and Class of Securities: Ordinary shares

Nature of transaction: On-market purchase of shares

Nature of interest: Direct beneficial

Date of transaction: 22 May 2020

Number of securities: 8 110

Class of securities: Ordinary shares

Price per share: R6.10

Total value of transaction: R49 471.00

Johannesburg

27 May 2020

Sponsor: Bridge Capital Advisors Proprietary LimitedNew Paragraph

Watch: Using and caring for your masks - Kids

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 13:33:10 GMT

Watch: Using and caring for your mask

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 13:29:41 GMT

Watch: COVID-19 Standard operating procedures - Parents and Guardians

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 13:23:30 GMT

Lockdown learning heralds new era for school-parent-student partnerships

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 12:53:12 GMT

Written by Jenny Coetzee, Managing Director at Crawford International School Kenya , part of ADvTECH Group, Africa’s largest private education provider.

As the ship begins to stabilise in the previously uncharted waters of lockdown-mandated distance learning for thousands of parents and students, a silver lining has presented itself in the opportunity for a renewed trust and working relationship between parents, students and schools.

Life as we know it, as it was before the reality of Covid-19 entered our existence, will almost certainly never be the same again, and that is very much true for education as well.

Until recently, education mostly started when a student entered school gates, and was for the most part the sole responsibility of the school and educators.

What the experience of these last few weeks has shown us, is that there is much strength and value to be found in the development of a cooperative trust relationship between schools, parents and students.

Today, the famous quote by leading global education policy expert Judith Billings could not be more true: Children are the priority. Change is the reality. Collaboration is the strategy.

The transition from contact learning to distance and online education was initially a challenge for parents and students, but that the focus should turn towards the future now that families are starting to adapt and adjust.

During the last few weeks we have witnessed much growth and joy as children, parents and teachers engaged in online learning. While this mode of teaching and learning is different to the face to face interaction, many schools have been able to continue with the curriculum because of the support of parents and the enthusiasm and dedication of teachers and students in the virtual classroom.

Apart from working towards the set goals of the curriculum, we also saw the emergence of exciting new levels of communication, collaboration, digital learning, computing development, critical thinking and creativity – all 21st Century Competencies which children are required to master to get them ready for jobs of the future.

Going forward, the triangular relationship of student, teacher and parent must not be left by the wayside, but rather be nurtured to ensure this moment is seized and built upon, to the benefit of every child’s educational journey.

While initially there was some indication that parents in Kenya would ‘opt out’ of online schooling while waiting for a return to learning resuming on school campuses, the vast majority of parents realised timeously that this would be detrimental to their child’s educational journey.

As we now see and realise, our previous version of normal might never return in the same guise again. We don’t know what waits for us in the future, but it is becoming apparent that learning in future will incorporate a blended model – a hybrid of classroom and online.

Because we don’t know the trajectory of our current challenge - Covid-19 – which could be defeated in months, or years’ time, only to be replaced by some other unforeseen local or global emergency, we have to be prepared and ready to build the independence of our learners and the resilience of our teaching models in this fast-changing and unpredictable world.

Clearly, our children’s education can’t be suspended each time we are faced with turmoil and uncertainty, which experts predict will be the norm rather than the deviation in years to come.

So, when considering the child’s educational journey then, parents must choose and commit to those schools which have shown that they are resilient and adaptable and able to deliver regardless of challenges. But more than that, this new paradigm requires a new collaboration and commitment to success regardless of external factors between schools, parents and students.

Parents must do their research carefully and commit to their school of choice. Children need to see and believe that their parents have confidence in the chosen educational path, so that they can have the confidence and discipline to do the work and internalise the learning regardless of externalities or changes in delivery methods.

The importance of building long-term relationships and supporting each other can’t be stressed enough in this environment., As the alternative – moving from one institution to the next because of perceptions of the grass being greener elsewhere, will be massively counter-productive not to mention disruptive to a child’s educational journey.

Parents must do their research very carefully before they enrol their child at any educational institution – they must be sure that the curriculum will open as many doors as possible for their child, that the values of the school reflect their own, and that they are happy with the quality of the offering in terms of academic excellence. But when the commitment has been made, there needs to be trust, respect and follow-through from all parties.

Matric mid-year exams: Create your own lockdown simulation

tthomas@advtech.co.za (Tamara Thomas) — Wed, 27 May 2020 12:42:53 GMT

Under normal circumstances, Matric mid-year exams provide a valuable benchmark from which to launch the final push towards the finals. Because of the Covid-19 lockdown, there will be no official mid-year exams this year, but learners should still aim to re-create their own exam experience at home as this provides valuable practise and insights, and an opportunity to improve their performance later this year, an education expert says.

“Much is being asked of our Matric learners this year, who have to complete the final leg of their school journey under very difficult circumstances,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education , SA’s largest and most accredited private higher education provider.

“Unfortunately, part of the impact of our current situation, is the fact that learners will miss out on one of the most important first tests of their Grade 12 year, the mid-year exam. However, just because there is no official exam scheduled, that doesn’t mean learners can’t still get the benefit from the focused revision and simulation of the exam environment, to test their current readiness and address challenges identified in the process,” Payne says.

With Grade 12s set to return to school at the start of June, some schools may include mock exams as part of the revision strategy, but many may not be in a position to do so.

“These learners can greatly benefit from testing themselves by sourcing and completing past papers, in one sitting, and within a specified timeframe as would have been done in actual formal exams,” says Payne.

“Even better, is to collaborate with your friends, and ‘compete’ against each other, which makes the experience more fun and also ensures accountability and follow-through,” she says.

Payne says that normally mid-year exams would provide learners with valuable insights into where they need to focus their attention in coming months

“By simulating the exam environment, through completing a paper in one sitting within a given time, you will get a good understanding of how you need to pace yourself during the exam. You also get to practise answering questions in different formats which tests your ability to apply your knowledge, and provides deeper consolidation than simply going through your textbooks over and over.”

Usually, mid-year exams are not just the first test run for finals, but they also come with rather high stakes, as these results can be used to provide the proof of performance required for higher education applications, says Payne.

“While you won’t have these results to work with this year, the benefits of completing these exams remain, because simulating the exam environment provides an assessment of how you handle the pressure of the exam room, the efficacy of your study methods, and your ability to master and reflect on large amounts of academic material. Most importantly, you will be able to see early enough whether you need additional help in certain areas, which allows you to act on these issues timeously, and before the prelims you’ll write later this year, the results of which you will be able to use in your higher education application.”

Payne says it is important for Matrics to now focus on their own journey and try make the best of the year, while tuning out the logistical noise around the return to schools as much as possible.

“You may feel very alone right now, and confused about what is going to happen to you and the rest of your year. If you are struggling to focus, remember that your situation is similar to that of hundreds of thousands of other learners across the country, and that your mental and emotional energy is best applied to that is within your control rather than that which is not.

“Universities – public and private – are very aware of the unique challenges and circumstances facing our Class of 2020, and will take these into account. So you do not need to let go of your dreams for the future, and you don’t have to delay your plans to study next year.

“However you must still strive to apply yourself and do the best with what you have in whichever way you can. So your preparations now must focus on doing as well as possible in your prelim exams later this year, because you won’t have mid-year marks to use in support of your application. And preparing for the prelim exams, includes practising the art of exam writing by setting up your own mid-year exam simulation.”

ADvTECH provides COVID relief to 5300 families

tthomas@advtech.co.za (Tamara Thomas) — Mon, 25 May 2020 12:58:37 GMT

In terms of support sought as a result of COVID-19, ADvTECH has provided targeted financial relief to more than 5 300 families within its community, to the value of R24 million.

“Financial relief is evaluated on a case-by-case basis to ensure that we can help and assist in a manner where it is most beneficial and meets the needs and circumstances of individual families better,” says Roy Douglas, CEO of ADvTECH, SA’s largest private education provider.

This COVID-19 relief is in addition to ADvTECH’s annual bursary support programme of approximately R200 million that is currently benefiting 13 246 students.

“To continue to offer superior education beyond the lockdown and indeed, post the pandemic, educational institutions need to have sustained those things that differentiate them, including their staff. That means that tough decisions must be made that balance empathy and responsiveness to families under pressure, as well as maintaining revenue at a level that enables the long-term sustainability of the institutions themselves,” Douglas says.

“ADvTECH’s strategy is thus to curtail operational costs without furloughing the very educators that enable us to offer the quality education we do, whether it be through our superior online offering or on site. This includes limiting impact on staff and service providers who create the ecosystems that differentiate our schools. We are therefore also committed to adhering to existing contractual arrangements with service providers, particularly those that employ staff at relatively low wages or whose own staff are more vulnerable, as far as is reasonable and feasible.”

Douglas says that while the immediate challenges need to be navigated, the aim and focus must be on relentlessly ensuring uninterrupted academic delivery and organisational sustainability into the future.

“We are proud of the way our staff and students have adapted and embraced online learning. We believe that it is going extremely well and has allowed us to continue delivering academic excellence. We have worked very hard at providing an education experience which is much more than ‘paper behind glass’, and strongly emphasised the nurturing and support expected from quality academic tuition.

“Currently, we are finalising preparations for a phased return as of the 1st of June. The safety of our employees, learners and students is our primary concern, and we have taken all measures required to ensure returns to sites happen as safely as possible,” says Douglas.

He says ADvTECH believes that the pandemic will impact consumer behaviour and will create increased opportunities for the business based on its ability to offer safe educational environments of limited scale, which will make it easier to achieve physical distancing and the ongoing leveraging of our online capacity.

“We will continue paying close attention to balancing stakeholder needs to create the best possible long-term outcomes. While the strong intake in the current year, including new enrolments during the lockdown period, will likely offset some of the impact, we are hoping our quality online offering will prove itself a good proposition for prospective students as we enter a new normal future of education.”

In addition to the aforementioned measures implemented as a result of COVID-19, ADvTECH has also:

Implemented a student support network and engagement monitoring process to identify and support all students who are not engaged. This included the deployment of psychological and social work services.
In the tertiary division, students were provided with data and access to core learning material to increase the numbers of students who were able to continue their courses with minimised disruption. Although reduced-cost data was secured from telecommunications companies, it was provided at a higher rate than offered to state-funded public universities. ADvTECH absorbed the difference in cost.
Amended assessment strategies so that progress, competence and developmental needs can be measured and responded to so that students are able to progress academically on normal time scales.
Instituted additional support for key groups such as Grade 12 learners.
Established more robust networks with international education providers particularly from the East, to leverage learnings from their online and return to campus experiences.

SENS Announcement | 14 May 2020

tthomas@advtech.co.za (Tamara Thomas) — Thu, 14 May 2020 07:07:17 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

("the Company" or "ADvTECH")

WITHDRAWAL OF RESOLUTIONS TO BE TABLED AT ANNUAL GENERAL MEETING (“AGM”)

The Company has amended its Notice of AGM to shareholders dated 30 April 2020 and advises shareholders that ordinary resolution number 4 and ordinary resolution number 5, dealing with the directors’ retirement, have been withdrawn.

The reason for the withdrawal is that the resolutions were intended for noting by shareholders and not for voting purposes.

The withdrawal of ordinary resolution number 4 and 5 from the AGM does not affect the proxy form already submitted/or to be submitted in respect of other resolutions to be presented at the AGM.

Although any votes on ordinary resolutions 4 and 5 will be discarded prior to the AGM, if a shareholder has already submitted voting instructions or forms of proxy, prior to the publication of this announcement, such voting instructions or forms of proxy will remain valid, unless the shareholder submits new voting instructions or forms of proxy.

Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (“CSDP”) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in your custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

The electronic participation form and Notice of AGM issued on 30 April 2020 can be found on: https://www.advtech.co.za/annual-general-meeting

14 May 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited

Newly remote: Develop your soft skills to boost your career

tthomas@advtech.co.za (Tamara Thomas) — Mon, 11 May 2020 09:46:11 GMT

Working from home has brought into sharp focus the importance of soft skills and global competencies – and are allowing those employees who were previously overlooked in the office environment to shine, an education expert says.

“Until recently, soft skills had to be content with a nod, while applause was reserved for technical skills. But as everyone who can is currently working from home, it is clear that these previously nice-to-have skills are now of crucial importance,” says Peter Kriel, General Manager of The Independent Institute of Education , SA’s largest and most accredited private higher education provider.

He says this period provides an excellent opportunity for students and workers to develop those skills which will, without a doubt, become even more highly valued in workplaces when the world starts returning to a new version of normal.

“We were all thrown in the deep end when we had to start working remotely with little notice, but those who have had the opportunity to develop skills such as resilience, self-management, collaboration and effective communication, have arguably settled into our new paradigm somewhat more easily. And outside of the office environment, with everyone working remotely and battling to juggle a myriad of balls from home, the necessity of these skills are truly coming to the fore,” he says.

Kriel says he expects recruiters will in future pay close attention to whether prospective candidates are able to demonstrate that they have a track record and skills base beyond technical mastery in their field.

“Good institutions of higher education have been inculcating these skills in their students, and those who have not yet done so, will certainly start considering the implementation of programmes which will ensure they produce well-rounded graduates who aren’t just academically proficient, but who will be able to apply their knowledge in a world where nothing is certain anymore,” he says.

“And for those working from home right now, you can take this opportunity to develop these skills, which will allow you to demonstrate your competence and contribution not only to your current employer, but also position you for promotion in future.”

He says people should consider how they can work on – and showcase – thinking skills, research skills, communication skills, social skills and self-management.

“Many offices will continue to have remote working arrangements in future, and all the above skills will be absolutely essential to making a success of your career. Employers will want people who show resilience and adaptability, trustworthiness and very importantly, the desire and ability to problem-solve and show initiative.

“So for Matrics who need to start considering their study options next year, even in our current circumstances, ensure you ask of prospective institutions - whether they be public universities or private - what programmes they have in place to ensure they produce work-ready graduates, beyond the contents of their curricula. Because while there was a general understanding of the importance of these skills before, their absolute key role to being effective in our current environment can no longer be disputed.”

In addition to working on soft skills and global competencies, working people and students must also ensure they get a solid grip on technology during this time, as getting the logistics of doing work out of the way will increase their general efficiency.

“It is time to become a digital ninja if you haven’t yet done so,” says Kriel.

“You need to get to a space where you are comfortable with those platforms that will help you survive and thrive in the world of work and the world of study in coming months, and our changed world of tomorrow. To stand out in the job market in future, employers and recruiters are going to be paying much more attention to previously overlooked skills, and now is the perfect time to develop and refine your personal brand so that you are ready to grasp opportunity when it arises.”

Letter to IIE Students

Mon, 04 May 2020 06:34:27 GMT

Dear Students

Impact of extended lockdown on your academic year

The Independent Institute of Education has planned for further delay in the resumption of contact classes following the President’s 9 April announcement of an extension to the lockdown period. Contact classes are likely only to be permitted sometime after the lock down ends. Your academic progress is important to us so we are planning for several scenarios which we will adapt as the national decision-making requires us to. We are also aware that not all students have equal access to the online opportunities, and we are planning for you too. We will not leave anyone behind.

We have consulted with many other local and international institutions and read their decisions with care so that our quality offering to you is not compromised. The detail for your qualification and modules will be shared with you by your campus and on your portal and on Learn/Moodle – as these vary depending on what you are studying, we are not covering the full detail in this letter.

• Online engagement – for most modules, a structured programme beginning on Wednesday 15 April 2020, will enable you to navigate towards the module outcomes successfully. Your lecturers will support you every step of the way.

• Campus resources – it is very likely that staff will be able to return to campuses before students can return full time for contact classes. As soon as we are permitted to have staff on campus, a closely managed schedule of safe (social distancing and hygiene) access for students to the campus and its resources (particularly computers and WiFi) will be communicated by each campus to supplement your ability to engage with the online offering.

• Contact classes – as soon as permitted, we will resume contact teaching blended with the resources developed for the above for those of you who have not been able to participate in the above or who want additional support AND for those modules we could not teach online. A timetable will be released only when we have dates that we can work around.

• Assessments – a document detailing new, flexible, developmental assessment rules for this semester will be available on your portal within the next ten days along with the details for your module. For now, the principles we are adopting to assist you to succeed are:

o Fewer formative assessments for modules that had several

o No tests – these have been converted to take-home assessments

o Wherever possible, the summative assessment is also being converted to a take-home assessment

o You may submit each assessment twice should you wish to improve your mark – you will get feedback on your first attempt to enable this.

o The average of your summative result plus your top two formative results (where relevant) will be your final module result.

o There are currently two deadlines only – if your assessments are all in by the end of July you will get first semester results in August; if they are in by the end of August you will get first semester results in September. You control the timing. If needed, we will add later dates.

Modules that cannot be taught and/or examined online will be covered when campuses open – you will get enough time. Focus on the others for now.

We remain committed to your learning in 2020 and we will partner with you towards success – your circumstances are being taken into consideration every step of the way. Please speak to your campus if you are feeling at all unsure. Join your virtual classes as soon as, and as much as, you can – it will reduce the anxiety significantly BUT if you are not able to do so, we have a plan of catch up classes and other support for you when we can connect on campus again.

Dr Felicity Coughlan Academic Director

Letter to IIE Distance Students

Mon, 04 May 2020 06:31:00 GMT

Dear Students

Impact of extended lockdown on your academic year

As a distance education student, you are not as affected by the planning for the resumption of contact classes that has followed the President’s 9 April announcement of an extension to the lockdown period. Nevertheless, we believe that you too are working under constrained conditions and thus the following concessions are being applied to you too.

We have consulted with many other local and international institutions and read their decisions with care so that our quality offering to you is not compromised. The detail for your qualification and modules will be shared with you by your campus and on your portal and on Learn – as these vary depending on what you are studying, we are not covering the full detail in this letter.

o Wherever possible, the summative assessment is also being converted to a take-home assessment

o Where we have no option other than to use formal examination condition summative assessments you will be notified of when and how this will happen.

o You may submit each assessment twice should you wish to improve your mark – you will get feedback on your first attempt to enable this.

o The average of your summative result plus your formative result will be your final module result.

We remain committed to your learning in 2020 and we will partner with you towards success. Please speak to your online centre if you are feeling at all unsure. We wish you ongoing success in your studies.

Dr Felicity Coughlan Academic Director

Graduation 2020 update

Mon, 04 May 2020 06:26:34 GMT

Dear students

Graduation 2020: Update

It has been so frustrating and disappointing not to be able to celebrate with you. We hope that you and your families remain healthy and safe.

We are pleased to be able to tell you that although we have not been able to get your certificate to you because of the lockdown we have loaded a digital copy for you on your portal if your graduation ceremony would have been on a date before today or the certificate will be loaded on the date of your ceremony if it was planned in May.

If you do not remember your log in details, please contact the Student Hub – details are on your brand website.

We will communicate with you about collecting your physical certificate as soon as we are able to have you on site to do so and as soon as our secure printers can begin to work.

If you need confirmation of your graduation over and above the digital certificate, please remember that you can ask for a graduation letter from the Student Hub. Please apply under the category “Confirmation of Graduation.”

We apologise for this additional complexity.

Dr Felicity Coughlan

Abbotts College Parent Letter

Mon, 04 May 2020 05:45:32 GMT

Dear parents,

The lack of certainty and direction coming from both the Departments of Basic and Higher Education has led to significant confusion throughout the education sector. We are mindful of how this impacts you as a family. However, at this stage we are unfortunately not yet able to begin the implementation of our plans for physical re-opening, until the national picture becomes clearer and is formalized through gazetted mandates.

In the interim, we continue to deliver the highest quality online education, supported by the generally very positive feedback in our recent surveys from our parents and students. There are undoubtedly still lessons to be learnt, but whilst improvements are being continuously implemented, we are confident that our students are now settled into a routine that is meaningful and engaging.

We would like to assure you that despite the current uncertainty, much work is taking place in the background to prepare schools and campuses for a phased return. This work ranges from the procurement of protective equipment to arranging our facilities in such a manner that we can continue social distancing when we return. We are certain that we will be ready, when the time comes.

We are as eager as you are to get our children back into class, but are confident to continue as we are until formally allowed to return and are confident that risk mitigation practices and protocols are in place, the safety of our children, parents and staff remain a priority.

Once there is more certainty, we will communicate the details of the plan for your child with you. In the interim, please continue to engage with your school and monitor the work being done by your child – there is a great deal of exciting work going on and it is crucial that learning continues during this time.

Warm Regards,

Chris van Niekerk

Managing Director

Abbotts Colleges & The Bridge School

SENS Announcement | 30 April 2020

Thu, 30 Apr 2020 13:50:20 GMT

ADvTECH Limited

(Incorporated in the Republic of South Africa)

(Registration number 1990/001119/06)

Share code: ADH ISIN: ZAE000031035

(“the Company” or “ADvTECH”)

NO CHANGE STATEMENT AND NOTICE OF ANNUAL GENERAL MEETING

Shareholders are advised that the ADvTECH 2019 Annual Integrated Report (“Integrated Report”) has been published today. The annual financial statements in respect of the year ended 31 December 2019 as contained in the Integrated Report are unchanged from the preliminary report for the same period, published on SENS on 23 March 2020.

The Integrated Report is available on the ADvTECH website: www.advtech.co.za

Notice is hereby given that the annual general meeting (“AGM”) of shareholders of the Company will be accessible through electronic communication, as permitted by the JSE Limited and the provisions of the Companies Act and the Company's Memorandum of Incorporation (MoI), on 28 May 2020 at 10h00, to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM to be distributed to shareholders once postal services are allowed in terms of the current COVID-19 lockdown regulations issued in terms of the Disaster Management Act of 2002. The Notice of AGM is available on our website: https://www.advtech.co.za/annual-general-meeting .

The Company has retained the services of The Meeting Specialist Proprietary Limited ("TMS") to remotely host the AGM on an interactive electronic platform, in order to facilitate remote participation and voting by shareholders. Our transfer secretaries, Link Market Services SA Proprietary Limited, will act as scrutineer.

Shareholders who wish to electronically participate in and/or vote at the AGM are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on +27 11 520 7950/1/2 as soon as possible, but in any event no later than 11:00am on Tuesday, 26 May 2020. Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (CSDP) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in your custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests.

The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Friday, 15 April 2020. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 22 May 2020. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 19 May 2020.

30 April 2020

Johannesburg

Sponsor: Bridge Capital Advisors Proprietary Limited