ADvTECH digital journey – the goal is uninterrupted learning

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.



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Advtech Updates

Dealings in Securities by a Prescribed Officer of the Company

By Tamara Thomas • June 12, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY In compliance with paragraphs 6.77 to 6.91 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by a prescribed officer of the Company. 

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

By Tamara Thomas • June 9, 2026
Deputy Minister for Higher Education and Training, Dr Mimmy Gondwe, kicked off sector-wide engagements by meeting Advtech’s senior leadership at Emeris’ Sandton campus on Monday, 8 June 2026. This follows her recent address at Advtech’s Rosebank International brand launch. The aim of these engagements is to recognise and collaborate with private institutions that positively contribute to the Post-School Education and Training sector. Advtech’s senior leadership discussed opportunities for public-private partnerships, including leveraging the agility of the private sector to widen access for students to quality education. During the visit, Dr Gondwe spent time with Emeris students and toured the campus’ world-class facilities, including its state-of-the-art sports centre. Said Dr Gondwe prior to the visit, “The conversation can no longer be about whether private higher education institutions have a role to play; that question has long been settled; the focus now is on collaborating more effectively and responsibly to ensure that higher education supports national development and inclusive economic growth.” “Advtech welcomes our positive recent engagements with Dr Gondwe. We look forward to collaborating with her department going forward and appreciate her commitment to finalising the process that will enable Emeris and Rosebank International to finally achieve university status,” said Geoff Whyte, Group CEO of Advtech.

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

By Tamara Thomas • June 3, 2026
Play should sit naturally in early childhood education, as it reflects how young children come to know themselves, others and the world. Yet too often, play is the very space that requires the most protection. This tension usually arises from a culture that prioritises early academic achievement and holds the belief that accelerating formal learning guarantees future success. When children are rushed or pressured into formalised academic outcomes too early, short-term gains may be visible for some, but the long-term cost can be significant, an education expert says. “Play is not separate from learning, it is the medium through which learning becomes possible,” says Lynda Eagle, Advtech Schools Specialist: Early Years Phase. “Early learning that prioritises performance over understanding risks weakening curiosity, motivation and wellbeing. Strong foundations are built not through acceleration, but through experiences that nurture thinking, communication, collaboration, and joy - conditions that sustain lifelong learning.” Eagle explains that children engage with play in ways that reflect their own pace, interests and needs. “It provides space for difference and diversity while offering opportunities for connection and shared experience. Importantly, play supports emotional regulation and prepares children for future learning by strengthening the foundations required for inquiry, reflection and participation in real-world contexts.” Play and responsiveness are often described as abstract concepts, yet they require intentional commitment from both educators and families, says Eagle. “Responsiveness asks adults to understand the value of play and to reflect on their role within it: how they observe, when they intervene, how they extend thinking and how they remain present without directing or interfering. By engaging in careful observation and thoughtful support, adults come to know children more deeply, including learning about their interests, strengths and emerging identities. “It also plays a big role in building key life skills - things like thinking deeply or critically, solving problems, working with others, communicating effectively and self-management. When children play, they’re constantly exploring new ideas, testing their theories, inventing solutions and figuring out how the world works. Along the way, they learn to take manageable risks and handle challenges. And, very importantly, to stick with things even when they’re difficult, which gradually builds their confidence and a real mindset for growth.” PLAY AND RESPONSIVENESS – IMPORTANCE OF PARTNERSHIPS Partnerships between families and educators are central to this work, Eagle says. “Together, they can create learning experiences that balance freedom and structure, offering both flexibility and clear boundaries. This balance provides children with emotional safety while teaching respect for themselves, for others and for the environment. Such stability supports the development of empathy, resilience and perseverance.”  Within these conditions, children form relationships, make connections, and gradually become independent learners. They develop conceptual understanding and learn to reason, transfer knowledge, and apply ideas in new contexts, moving from concrete experience toward more abstract thinking. “Any tension between our aspirations for children and our understanding of play and responsiveness deserves careful reflection,” Eagle warns. “When adults deepen their understanding of why play matters and how responsiveness supports learning, they are better positioned to guide children with intention and trust. Ultimately, early learning is not only about what children know, but about how they think, how they relate to others, and how they come to see themselves in the world, a world full of possibility.”

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

By Tamara Thomas • May 28, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS, DIRECTOR OF A MAJOR SUBSIDIARY AND THE COMPANY SECRETARY OF THE COMPANY In compliance with paragraphs 6.77 to 6.91 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by prescribed officers, director of a major subsidiary and company secretary of the Company.

Results of the Annual General Meeting

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

The Vega School at Emeris Celebrates First PhD Graduate

By Tamara Thomas • May 27, 2026
Dr Wendy Mahoney has made history as the first PhD graduate of The Vega School at Emeris and as the first recipient of the school’s Black Pencil Award for Excellence. She was recently conferred the qualification IIE Doctor of Philosophy in Brand Leadership at The Vega School at Emeris Umhlanga’s Class of 2025 graduation ceremony. Reflecting on receiving her PhD after a three year part-time journey, Dr Mahoney described the moment as deeply emotional and meaningful. “This is the most incredible feeling. I am deeply honoured, blessed and grateful to every single person who cheered me on,” she said. “It was such a profound moment for me because The Vega School at Emeris has been such an intricate part of my personal journey. What made the occasion even more meaningful was the immense pride I felt in the room for this achievement. It was not just my achievement - it was our achievement”. Dr Carla Enslin (Dean of the Postgraduate & Research Centre at Emeris) said the launch of the IIE Doctor of Philosophy in Brand Leadership in 2021 was a significant moment for The Independent Institute of Education (IIE) and for The Vega School at Emeris. “It’s a first of its kind qualification and breaks new ground both locally and internationally,” she said. “The PhD purposefully produces original frameworks, original models, creative insights to innovative and meaningful brand building. We expect our PhD graduates to be the individuals advancing the values-based leadership that grows an organisational culture and the practises that transform communities, businesses, environments,” continued Dr Enslin.

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

By Tamara Thomas • May 27, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS, A DIRECTOR OF A MAJOR SUBSIDIARY, AND COMPANY SECRETARY: SHARE VESTING In compliance with paragraphs 6.77 to 6.91 of the JSE Limited Listings Requirements, the following transactions relating to prescribed officers, director of a major subsidiary and company secretary dealings are hereby disclosed, in terms of the provisions of the Advtech Management Share Incentive Scheme (MSI), regarding performance and retention shares that have vested after 3 years.

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

By Tamara Thomas • May 25, 2026
Access to higher education remains one of South Africa’s most powerful tools for social mobility, economic growth, and national development. For many young people - especially first-generation students - it represents the chance to break cycles of poverty and build better futures for themselves and their families. While it is estimated that between 30-40% of qualifying students can’t access higher education for various reasons annually, simply opening the doors of higher learning to more young people is not enough, an education expert says. Peter Kriel, Executive: Operations at Advtech and The IIE ’s Academic Centre of Excellence, says access and quality must go hand in hand: “True access means creating opportunities for students to enter higher education, thrive within it, graduate with the skills and confidence needed to build meaningful careers.” He says there are five practical ways for South African higher education institutions to expand access while supporting student success: 1) Develop multiple entry pathways Traditional admission routes exclude many talented students whose school backgrounds may not fully reflect their potential. Institutions can widen participation by offering foundation programmes including higher certificates, extended curriculum streams, bridging courses and alternative admission pathways. These flexible entry points acknowledge that academic readiness is not equally available across all communities. By providing targeted academic preparation, institutions can identify and nurture talent that might otherwise be left behind, without lowering standards. “Widening participation is not about lowering academic standards, but rather about creating appropriate pathways that enable students to reach those standards,” says Kriel. 2) Strengthen transition support programmes The jump from school to higher education is often daunting. Students face new academic demands, greater independence, and the need for advanced analytical skills. Strong orientation programmes, first-year experience initiatives and structured academic skills workshops help ease this transition. Proactive support in the critical first year significantly improves retention and builds the foundation for long-term success, notes Kriel. 3) Invest in academic development initiatives Ongoing support is essential. Tutoring services, writing centres, peer-assisted learning programmes, dedicated academic development resources help students bridge knowledge gaps and build confidence. These initiatives are particularly valuable for students navigating higher education for the first time in their families, turning potential struggles into opportunities for growth. 4) Use data to identify at-risk students early Institutions should harness student success analytics to spot challenges before they become crises. Early warning systems allow for timely interventions - whether through additional tutoring, counselling, or personalised support. “Proactive data-driven approaches dramatically improve completion rates and ensure that expanded access translates into actual graduate outcomes,” says Kriel. 5) Create inclusive and adaptive learning environments Students succeed best when they feel they belong. Inclusive campuses that respect diversity, foster connection, and value different backgrounds help students engage fully with their studies. AI and adaptive technologies further enhance this by enabling personalised learning pathways - adjusting content, pace, support in real time to match each student’s unique needs, learning style and progress. Feeling respected and supported by lecturers and peers, ensures increased persistence and chances for success. BROADER IMPACT AND SHARED RESPONSIBILITY When students complete their qualifications, the benefits multiply, says Kriel. “Graduates access better employment, develop critical thinking and professional skills, and often become role models who inspire the next generation. This creates a powerful ripple effect: stronger families, more skilled communities and broader economic growth.” Students also have a key role to play.  Actively using available support services, building good study habits, managing time effectively, engaging with lecturers, staying curious can make a significant difference, he advises. At the same time, institutions must recognise that many students enter higher education while dealing with financial pressure, family responsibilities, or personal challenges. Support systems therefore need to be visible, accessible and proactive - reaching students before they have to ask for help. “Expanding access to quality higher education is one of South Africa’s greatest opportunities for meaningful change. This means not simply increasing enrolment numbers, but an active strategy to unlock human potential, enabling individuals to contribute meaningfully to their communities and the broader economy.”

Advtech Group announces the rebranding of Rosebank College to Rosebank International

By Tamara Thomas • May 15, 2026
New name and visual identity prepare the way for university status and further rapid growth

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

By Tamara Thomas • May 6, 2026
The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source. One of the most important expectations placed on higher education today is that it prepares students for successful careers. While intellectual development remains central to the mission of universities, students increasingly seek - rightly so - educational experiences that provide clear pathways into professional life. Career-focused education, therefore, plays a vital role in connecting academic learning with the practical realities of the workplace. Peter Kriel, Executive: Operations at The Independent Institute of Education , says for this reason, it is incumbent on universities to actively strengthen the link between learning and employability. “Students enter higher education with the hope that their qualifications will enable them to build meaningful careers,” he explains. “Institutions therefore have a responsibility to ensure that academic programmes provide both theoretical depth and opportunities for practical application.” Career-focused education does not diminish the intellectual value of higher education. Rather, it enhances it by ensuring that academic knowledge can be applied to real-world contexts. “In today’s economy, employers seek graduates who can demonstrate both subject knowledge and practical capabilities. Skills such as teamwork, communication, critical thinking, and problem-solving are highly valued across industries. “Universities must help students develop these competencies by integrating practical life skills opportunities into academic programmes. Work-integrated learning, internships, project-based learning, and industry collaborations also provide students with valuable opportunities to apply what they have learned in real-world settings.” These experiences help students build confidence while also developing the professional skills that employers seek, says Kriel. Institutions seeking to strengthen career-focused education can consider the following approaches. 5 WAYS UNIVERSITIES CAN STRENGTHEN THE FOCUS ON CAREER-READINESS  1. Expand work-integrated learning opportunities Internships, practical placements, and industry projects allow students to gain direct exposure to professional environments. This means that students graduate with practical experience that enhances employability. 2. Strengthen career guidance and development services Career counselling, CV workshops, and interview preparation help students transition successfully into the workplace. Students, therefore, gain clarity about career pathways and develop stronger job-search skills. 3. Develop strong employer partnerships Collaboration with industry partners can provide insights into emerging skills requirements and new employment opportunities. Institutions must strengthen their alignment with labour market needs. 4. Embed professional skills - including AI skills - within curricula Communication, teamwork, leadership, and problem-solving skills should be integrated into academic programmes rather than treated as separate activities. This would allow graduates to become well-rounded professionals capable of contributing effectively in the workplace. In addition, universities should explicitly teach students how to responsibly and effectively use AI tools, given the rapidly changing nature of the workplace. This includes developing critical AI literacy skills such as prompt engineering, ethical AI use, evaluating AI-generated outputs, and integrating AI to augment human capabilities rather than replace them. 5. Encourage entrepreneurship and innovation Not all graduates will follow traditional employment pathways. Institutions that promote entrepreneurial thinking help students identify opportunities to create their own ventures. It is also a fact that entrepreneurship contributes to job creation and economic development. Given all this, it is clear that career-focused education delivers benefits that extend beyond individual graduates. For students , it increases confidence and preparedness as they transition from study to employment. Exposure to professional environments helps students better understand industry expectations and workplace dynamics. For institutions , strong employability outcomes enhance reputation and strengthen relationships with industry partners. For society , career-focused education contributes to economic growth by ensuring that graduates possess the skills required to support innovation and productivity. “Higher education institutions have a unique opportunity to shape the future workforce by designing programmes that combine academic excellence with practical relevance. Institutions that embrace career-focused education ultimately strengthen their contribution to society,” says Kriel. “When higher education institutions actively connect learning with professional opportunity, they empower graduates to build careers that are both personally fulfilling and economically productive. As economies evolve and industries continue to transform, the ability of higher education to bridge the gap between learning and the workplace is essential.”