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Group operating margin increases to 22% driven by operating leverage and improved debtor management Commenting on the six months ended 30 June 2026, Advtech CEO, Geoff Whyte said: “Healthy enrolment growth, moderate fee increases and a further improvement in debtor management contributed to Advtech delivering interim earnings growth of 16%. The ongoing consolidation of our brand portfolio is driving focus, operational efficiency and margin improvement across the business.” Group: Operational and Financial Performance Revenue up 8% to R5 060 million (2025: R4 683 million) Operating profit up 14% to R1 115 million (2025: R982 million) Operating margin up 1% to 22.0% (2025: 21.0%) Normalised earnings per share up by 16% to 130.8 cents (2025: 113.0 cents) Group revenue grew by 8% to R5 060 million for the six months ended 30 June 2026 (2025: R4 683 million), driven by a 13% increase in the education division. Operating profit increased by 14% to R1 115 million (2025: R982 million), with the education division’s operating profit increasing by 15%, supported by strong enrolment growth. Group operating margin improved to 22.0% (2025: 21.0%). Operating margin in the education division improved to 24.3% (2025: 23.8%) through the simplification of brand structures, the benefit of scale leverage and a continued focus on efficiencies. This more than offset the 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 R717 million (2025: R620 million) whilst normalised earnings per share increased by 16% to 130.8 cents (2025: 113.0 cents). A continued focus on collection processes has seen gross trade receivables increasing by only 5% compared to a revenue increase of 8%. Loss allowances increased to R505 million (2025: R488 million), representing 47% (2025: 48%) coverage of gross trade receivables. Credit losses decreased from R119 million in 2025 to R115 million in the period under review due to the improved debtors’ book performance. Cash generated by operating activities increased by 17% to R2 687 million (2025: R2 303 million). Capital expenditure of R403 million focused mainly on increasing capacity on existing sites to meet incremental demand, the completion of the new Emeris/Vega mega campuses in Sandton and Nelson Mandela Bay, the refurbishment of Rosebank International in Braamfontein and the relocation of the group support office to the old Emeris campus in Benmore. Dividend Announcement The board declared an 18% increase in the gross dividend to 53 cents (2025: 45 cents) per ordinary share in respect of the six months ended 30 June 2026. Divisions: Operational and Financial Performance Schools Schools South Africa Improved operating leverage driving strong financial performance Revenue increased by 8% to R1 858 million (2025: R1 722 million). Operating profit increased by 9% to R388 million (2025: R354 million) with operating margin improving to 20.9% (2025: 20.6%). As part of our ongoing programme to simplify and build scale in our brand structures, a number of previously acquired schools will, from January 2027, be aligned as follows: Southdowns College to Crawford International, Tygervalley College and Glenwood House School to Trinityhouse and Pecanwood College and Greenwood Bay College to Pinnacle. The old Vega Bordeaux site is also being redeveloped into an Abbotts High School, due to open in January 2027. Schools in the Rest of Africa Growing the group’s footprint through increased investment Revenue grew by 8% to R303 million (2025: R281 million) driven by strong enrolment growth and the inclusion of the Regis Runda acquisition in Nairobi. Operating profit increased by 11% to R91 million (2025: R83 million). Operating margin improved to 30.1% (2025: 29.4%). All the division’s schools are delivering exceptional local currency growth which has been offset to a degree by the strengthening Rand. The Regis Runda school was acquired in September 2025 and incorporated into the Makini brand. Investments to upgrade facilities and academic support systems are under way. We are investing to enhance our competitive position, focusing on improvements to ICT infrastructure and standardising access to AI-powered digital learning tools, such as Advlearn, to enhance the student experience and academic outcomes. Approval to launch the Cambridge International curriculum at this site has been received and implementation will begin in September 2026. Enabled by the successful negotiation of a new lease, the Makini Statehouse school in a prime Nairobi location is being redeveloped. Work to improve facilities and double student capacity will be completed by December 2026. Flipper International School in Addis Ababa has entered into a new lease agreement to relocate one of its schools to improved premises which will increase capacity by 450 students. Tertiary/University Accelerating demand for our well-established brands Revenue increased by 17% to R2 243 million (2025: R1 911 million) whilst operating profit increased by 19% to R592 million (2025: R496 million). Operating margin increased to 26.4% (2025: 25.9%) despite the significant investments made to strengthen student experience, elevate academic outcomes and to establish Rosebank International University College (RIUC) in Ghana. The division continues to perform well, driven by the consolidation of our brand portfolio, the relaunch of Rosebank College as Rosebank International (RI) 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. Emeris, our groundbreaking new higher education brand that brought 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. The group is currently at the development stage of its new Emeris/Vega Durban campus. Construction is expected to commence in 2027, with phase one scheduled to open in 2029. The initial build will accommodate 8 000 students and include two rugby fields, an astroturf pitch and a purpose-built 500-bed student residence. A second phase, planned for completion in 2035, will expand capacity to 10 500 students, add a swimming pool for water polo and increase accommodation capacity by a further 500 beds. Student registrations at RIUC in Ghana commenced in January 2026 and enrolments are running ahead of expectation. Various projects are in progress to increase capacity at RI sites to accommodate strong student demand. These include the major redevelopment and expansion of the Braamfontein, Durban and Polokwane campuses. Rosebank International will also be opening a new campus in 2027 in KuGompo City (previously East London). Recognition of our Tertiary Brands as Universities Advtech welcomed the promulgation of the policy for the recognition of institutional types (university, university college, and higher education college) during 2025, which created a formal pathway for private higher education institutions to apply for university status. However, the regulations outlining the application process, timelines, and criteria are still being drafted by government and are awaited by Advtech. Once published, Rosebank International and Emeris will both apply for university status. Resolution of these issues will ultimately benefit our students who will finally be afforded the same status as their peers who earn equivalently accredited qualifications from public universities. Resourcing division Improved margin in difficult environments The Resourcing South Africa business continues to focus on efficiencies and diligent cost management, achieving profitability despite a reduction in revenue in a difficult operating environment. The unexpected closure of the United States Agency for International Development (USAID) in February 2025 continues to have a negative impact on revenue in our Rest of Africa (ROA) business. Despite the decline in revenue, ROA delivered a commendable performance with an increased operating 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. “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.

Johannesburg, South Africa – Advtech Limited (Advtech), Africa’s leading private education group, today announced a landmark multi-year partnership with Cricket South Africa (CSA). The agreement positions Advtech as the official sponsor of the National U13, U16 and U19 Boys and Girls Youth Weeks and Women’s Test Cricket, and as an associate partner of Men’s Test Cricket. The partnership will broaden participation and, through education, play an active role in developing South Africa’s future talent. When asked about the partnership, CSA Chief Executive Officer Pholetsi Moseki said, “We are excited about teaming up with Advtech. This partnership goes beyond what happens on the field. For CSA, it is important that our work has meaningful social impact, and partnering with Advtech strengthens the connection between cricket, education and the development of young people throughout our pathway. From introducing young boys and girls to the game through the KFC Mini-Cricket programme, our Youth Weeks and the professional game, education has an important role to play at every level. This partnership aims to unlock support for the system and help prepare cricketers for opportunities beyond their playing careers.” As Education Partner for the National Youth Weeks, Advtech will invest in the sport and its young players, reflecting the group’s broader commitment to shaping the lives and futures of young people across South Africa.  In 2025, the U16 and U19 Youth Weeks involved 850 players across all 9 provinces and more than 350 matches. Building on CSA’s professionalisation of women’s cricket, Advtech also intends to strengthen the pathway to elite level for through the implementation of specialised girls’ cricket programmes at select schools. Commenting, Advtech Chief Executive Officer Geoff Whyte said: “Our partnership with Cricket South Africa extends across the sport, from grassroots to the elite Men’s and Women’s teams. It represents a powerful investment into South Africa’s most inclusive sporting code that will also significantly benefit our brands.”

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 2026 The board hereby advises on its expectations of the financial results for the six months ended 30 June 2026. Basic normalised earnings per share (“NEPS”), Basic headline earnings per share (“HEPS”) and Basic earnings per share ("EPS") for the six months ended 30 June 2026 are expected to be between 13% and 18% higher than the comparative reporting period for the six months ended 30 June 2025 ("the comparative period") or between 127.4 and 133.3 cents per share as compared to NEPS of 113.0 cents, HEPS of 112.7 cents per share and EPS of 113.0 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. Advtech expects to release results for the six months ended 30 June 2026 on the JSE’s Stock Exchange News Service on or about Monday, 24 August 2026.  11 August 2026 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited

The Advtech (ADH) share price has gone up over three times in the last decade and it holds a firm place in the Crown Club . The company has invested in growth opportunities backed by secular trends over many years, building private schools and tertiary institutions with solid academic track records and strong graduate employability...

In South African education, where the pressure to improve outcomes remains intense amid diverse school contexts and varying resource levels, good intentions alone rarely move the needle on student achievement. From foundation phase literacy gaps to matric performance and university readiness, the system faces persistent challenges. What separates schools that deliver consistent progress from those that continue to struggle is a disciplined commitment to measurement and adjustment, an education expert says. “Effective school leadership begins with reliable metrics,” says Desiree Hugo, Executive: Advtech Schools Academics. “These include externally moderated assessments that provide objective benchmarks and classroom-based evaluations that capture day-to-day realities. Without them, it’s easy to confuse activity with progress.” Addressing more than 145 senior school leaders at Advtech’s recent Deputy Principals Conference , Hugo noted that when schools track performance across subjects and grades, patterns emerge: which cohorts are thriving, which domains show persistent weakness, and whether interventions are actually closing gaps. Bringing together Deputy Principals and Heads of Department from schools across South Africa, Botswana, Kenya and Ethiopia, the Advtech Deputies Conference provided an opportunity for academic leaders to exchange ideas, learn from one another and reflect on the challenges and opportunities facing schools today. “Growth diagnostics help pinpoint strengths and areas needing urgent attention, turning vague concerns into targeted action,” says Hugo. She says Advtech’s Stellar framework, combined with MAP assessments and Advlearn mastery tracking, demonstrates how structured metrics and digital tools can help leaders move from collecting data to driving measurable student improvement. CLOSING THE LOOP: FEEDBACK AND ACCOUNTABILITY Collecting data is only the starting point. The critical shift is from “I taught this” to “My students learned this”, says Hugo. “Strong leaders should ensure regular data meetings that focus on action rather than compliance. They ask tough questions: Are intervention plans per grade and subject actually being implemented? Who is accountable for tracking learner growth and parent engagement? Are teachers equipped to interpret reports and adjust instruction accordingly? “Root-cause analysis becomes indispensable here. Poor results in a particular grade or subject might stem from foundational gaps, inconsistent curriculum pacing, attendance issues, or uneven teacher capacity. Without structured reflection, from seeing the data, to thinking through causes, and wondering about solutions, schools risk applying generic fixes that fail to move outcomes.” THE IMPORTANCE OF CONTINUOUS COURSE CORRECTION Book checks, lesson plan reviews, assessment moderation, and error analysis after tests create the continuous feedback teachers need to improve. In addition to evaluating performance, these practices build a culture where everyone, from school leaders to classroom teachers, is oriented toward measurable student growth. “Ultimately, feedback loops empower teachers to seek evidence of their effect, reflect on misconceptions, and reteach with purpose rather than blame. Students benefit when they receive quality feedback and understand where they stand. Parents stay engaged when schools communicate transparently about progress and required support. And leaders fulfil their most important role: guiding instructional excellence so that every student has the best chance to succeed,” says Hugo.  “Education faces no shortage of challenges whether these be resource constraints, staffing transitions, or shifting curricula. Yet schools that systematically measure impact and close the loop with deliberate action consistently outperform those that rely on hope or habit. The evidence is clear that sustained focus on metrics and feedback isn’t bureaucratic overhead, but rather the most powerful lever we have for student success.”

Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) TRP121: NOTIFICATION OF 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, regulation 121(2)(b) of the Companies Act Regulations, 2011 and paragraph 6.54 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 to 19.240% 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 17 July 2026 Sponsor: Bridge Capital Advisors Proprietary Limited

In many of South African schools, charity drives have long been the hallmark of community engagement, characterised by collecting canned food, gathering clothing, or distributing essential items to those in need. These acts of kindness remain deeply valuable, but a growing number of schools are broadening their approach, recognising that meaningful and sustainable engagement must go beyond ad hoc “giving”. “True transformation is about building relationships, nurturing partnerships and weaving service into everyday learning. We should be embracing a more holistic model of involvement: one that nurtures empathy, responsibility’ and sustainable action among students of all ages,” says Krystal Munian, Advtech Schools Specialist: College Phase, RDI, and WESSA. This transformative approach is being developed across the Advtech network of schools in South Africa, Botswana and Kenya, ensuring that community engagement is becoming a powerful learning experience that develops empathy, responsibility and active citizenship while creating meaningful partnerships with the communities the schools serve, she says. A Shift Towards Long-Term, Relationship-Based Engagement “Community engagement is most impactful when relationships are built over time. Instead of relying solely on once-off donation drives, many schools have established ongoing partnerships with community organisations, neighbouring schools, shelters and retirement villages, creating opportunities for students to learn alongside the communities they support,” says Munian. These partnerships take many forms. For instance, students have visited community centres where they help prepare meals for local families before spending time playing games and interacting with children. Others have supported children living in care by assisting with homework, singing songs and building friendships during regular visits. “Schools have also strengthened intergenerational relationships by partnering with retirement villages. During one outreach initiative, students served tea and coffee, distributed care packages prepared with the support of parents and spent time engaging residents in meaningful conversation. The experience demonstrated that while donations are appreciated, the greatest gift is often time, connection and companionship,” says Munian. These experiences allow students to move beyond simply giving, so that they begin to understand the value of listening, building trust and forming relationships that create lasting impact. Sustainability at the Heart of Service Environmental stewardship has also become an important extension of community engagement. “Through Advtech’s partnership with WESSA , all South African schools in the group, together with two international schools, participate in the internationally recognised Eco-Schools programme, encouraging schools to integrate sustainability into everyday learning,” says Munian. Students participate in initiatives such as collecting bottle caps and bread tags, creating eco-bricks, reducing electricity and water consumption and adopting animals. These projects show students how small actions can make a significant difference. Bottle caps and bread tags, for example, are collected and exchanged for wheelchairs, demonstrating how environmental responsibility can directly improve lives. Community partnerships also extend to conservation and environmental action. Students have worked alongside partners to remove litter from the Braamfonteinspruit River, contributing to the restoration of one of Johannesburg's important urban waterways. Others have adopted a rhino calf through the Rhino Orphanage, raising funds, visiting the orphanage to learn about wildlife rehabilitation and developing a deeper appreciation for protecting South Africa's natural heritage. Each school is supported by a dedicated Eco-Schools champion who guides these initiatives and helps embed sustainability throughout the school community. Curriculum and Sustainability “It is crucial that community engagement is not treated as an extracurricular activity, but as part of a broader educational experience. Lessons should encourage students to understand the social and environmental issues behind the projects they support, ensuring that service is accompanied by learning and reflection,” Munian says. One example from an Advtech School saw students explore traditional food practices through their language curriculum. They researched the nutritional value of pulses, investigated eating habits across South Africa, developed recipes and presented their findings. The project deepened their understanding of cultural diversity while highlighting food security and the different ways communities live and sustain themselves. “Before participating in outreach initiatives, students also explore themes such as dignity, social responsibility, food security and environmental sustainability in the classroom. Where appropriate, they are involved in delivering donations and visiting partner organisations, allowing them to witness the impact of their contributions firsthand,” says Munian. By connecting classroom learning with practical experiences, schools help students understand that meaningful community engagement is not defined by what is collected or donated, but by the relationships that are built, the lessons that are learned and the positive change created together.  “Ultimately, while collecting and donating essential items remains an important expression of care, it is the partnerships formed, the experiences shared and the understanding developed that leave the greatest impact. Through integrating community engagement into everyday learning, schools are equipping students to become compassionate, socially responsible citizens who recognise that lasting change is achieved by working alongside others.”

Eleven conversations to move beyond rhetoric to action-based agenda