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.



Microsoft is a proud Partner of the NSBC



Advtech Updates

Why Metrics Matter for Student Success in South Africa

By Tamara Thomas • July 28, 2026
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.”

TRP121: Notification of Disposal of Securities by Clients of Public Investment Corporation SOC Limited (“PIC”) and Directors Responsibility Statement – Voluntary Announcement

By Tamara Thomas • July 17, 2026
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

For Effective Community Engagement, Sustainable Partnerships Are Key

By Tamara Thomas • July 15, 2026
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.”

Landmark Higher Education Conference to Focus on Equity in Education

By Tamara Thomas • July 7, 2026
Eleven conversations to move beyond rhetoric to action-based agenda

TRP121: Notification of Acquisition of Securities by Clients of Public Investment Corporation SOC Limited (“PIC”) and Directors’ Responsibility Statement

By Tamara Thomas • July 1, 2026
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 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, 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 the 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 to 20.087% 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.  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 30 June 2026 Sponsor: Bridge Capital Advisors Proprietary Limited

TRP121: Notification of Disposal of Securities by Clients of Value Capital Partners (“VCP”) and Directors’ Responsibility Statement

By Tamara Thomas • June 30, 2026
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 VALUE CAPITAL PARTNERS (“VCP”) AND DIRECTORS’ RESPONSIBILITY STATEMENT 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 the clients of VCP, which is the registered investment manager to Value Capital Partners H4 QI Hedge Fund and various other funds, have, in aggregate, disposed of ordinary shares of the Company, such that the total interest in the ordinary shares of the Company held by VCP’s clients has decreased to 4.99% 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.  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 30 June 2026 Sponsor: Bridge Capital Advisors Proprietary Limited

The Glitch in the System: Why SA Universities Are Turning Off the ‘AI Polygraph’

By Tamara Thomas • June 30, 2026
By 2026, the initial panic that greeted the launch of generative AI in higher education has transitioned into a complex, high-stakes standoff. At the heart of this conflict are AI checkers - software designed to catch students using tools like ChatGPT. However, a growing number of institutions, including major South African universities, are now switching these detectors off, sparking a fundamental rethink of what it means to learn and be assessed in a digital age. Dr Mario Landman of the Academic Centre of Excellence for The IIE and Advtech, says the primary reason for the retreat from AI detection is a lack of accuracy. “AI detectors do not know if a machine wrote a text; instead, they measure statistical signatures like ‘perplexity’ (how predictable the language is) and ‘burstiness’ (variation in sentence rhythm). As generative models have evolved to mimic human style more effectively, these signatures have become blurred,” he says. Independent evaluations show that while some tools claim 99% accuracy, their effectiveness drops to between 60% and 80% as soon as a student manually edits or adds "humanise" when prompting the AI. Furthermore, newer models like Claude 3 generate natural-sounding prose that frequently evades mainstream checkers. For many administrators, using such probabilistic tools to make life-altering disciplinary decisions is becoming an unacceptable risk to due process. THE CRISIS OF FAIRNESS AND BIAS For South African institutions, the most damaging aspect of AI detection is documented bias against non-native English speakers, notes Dr Landman. “Research has shown that detectors disproportionately flag ESL (English as a Second Language) students because their writing often uses more formal, standardised structures that the software mistakes for machine-generated patterns.” One landmark study found a 61.3% false positive rate for TOEFL essays written by Chinese students, compared to just 5.1% for native speakers. In a multilingual country like South Africa, where English is often a second or third language, relying on these tools creates a systemic equity crisis that risks unfairly penalising students from disadvantaged backgrounds. THE DEVIL’S BARGAIN OF EFFICIENCY Dr Landman says the complexity is deepened by what scholars call a "devil’s bargain" in modern academia. “AI can automate lesson planning for lecturers and generate plausible essays for students, creating an appearance of productivity while hollowing out actual learning. This leads to the rise of ‘shallow knowledge workers’ - graduates who are proficient in prompt manipulation but deficient in critical analysis and independent reflection. “By switching off AI checkers, universities are forced to confront this erosion of cognitive capacity. Rather than attempting to detect the machine, they are redesigning the work to make human thinking visible.” THE WAY FORWARD: A MIXED ECOLOGY OF ASSESSMENT The emerging way forward in South African higher education is a shift from "policing" to "stewardship", says Dr Landman. He says the focus is moving toward: Authentic Assessment: Moving away from take-home essays toward oral defences (viva voce), in-class writing benchmarks and practical demonstrations. AI-integrated Assessment frameworks: Implementing clear frameworks that define acceptable AI use across different assessment contexts. This may include a tiered approach where AI use is prohibited, permitted for specific parts of an assessment, or fully integrated into the assessment process without penalty, provided its use is transparent and aligned with the learning outcomes. Process-Based Grading: Grading the "learning journey" by requiring students to submit research logs, drafts and "Epistemic Meta-Reflections" where they justify their interaction with AI. Human-in-the-Loop Frameworks: Implementing automated grading only when it includes mandatory human review to ensure factual accuracy and fairness. Transparency and Disclosure: Replacing bans with disclosure requirements, where students must cite which tools they used and for what purpose. As South Africa finalises its Draft National AI Policy – which ironically ran into an early roadblock after it was found the first iteration was drafted by AI - the higher education sector has an opportunity to ground AI governance in the philosophy of Ubuntu, with its emphasis on interdependence, human dignity and collective responsibility, says Dr Landman.  “The goal should not be to win an unwinnable technological race, but to establish a renewed contract of trust: one in which AI is used as a scaffold for thought, not a substitute for it.”

Students as Consumers: What Higher Education Can Learn From Netflix, Spotify and Uber

By Tamara Thomas • June 26, 2026
Students arrive in higher education with mindsets and habits shaped by the digital platforms they use every day. Netflix, Spotify and Uber have normalised daily life experiences that feel simple, personalised, immediate and intuitive, and this has raised students’ expectations for seamless, user-centric experiences in other areas , an education expert says. “Higher education should not try to become on-demand entertainment. But it can certainly learn from the discipline behind these platforms. Students may not expect learning to be easy. Still, they increasingly expect the academic journey to be clear, connected and well supported,” says Nadia Landman, Head: Academic Quality Management Systems at The IIE and Advtech’s Academic Centre of Excellence . “A great student experience does not make higher education less rigorous. But it does make the path through that rigour clearer, more visible and better supported – an ideal all higher education institutions should be aiming for.” Landman says the simplicity of our ubiquitous modern-day platforms is often misunderstood. “Their ease of use is not accidental. It is the result of thoughtful design, continuous testing, data-informed improvement and rigorous quality assurance. Every recommendation, notification, search function and progress indicator is designed to reduce uncertainty and help users take the next step with confidence.” The role of data and AI in higher education Netflix and Spotify show how personalisation and curation can make complex content feel manageable. Behind the scenes, data, machine learning and artificial intelligence help these platforms understand patterns, recommend content and create a sense of relevance. “In higher education, the purpose is different. The goal is not to keep students scrolling. The goal is to help them stay engaged, supported and on track. Used responsibly, data and AI can help institutions identify when students may need support, improve communication and guide learners to the right resources at the right time,” Landman explains. This is where the learning Management System (LMS) becomes critical, she says. “Too often, the LMS becomes a digital filing cabinet filled with documents, announcements and links. A thoughtfully designed LMS should do more than store content. It should guide students through the module, showing them what they are learning, why it matters, what they need to do, when assessments are due and where feedback fits into their progress. It should therefore be a carefully designed learning environment that helps students understand what to do, why it matters and how each step connects to their progress, says Landman. Visibility builds trust Uber shows how visibility reduces uncertainty: users can track their driver, journey time and expectations. Higher education should do likewise, Landman says. “Students shouldn’t hunt for registration, fees, rules, assessment dates, feedback timelines, support services or escalation routes. The clearer the journey, the less confusion and anxiety. In higher education, visible registration status, accreditation, academic rules and support pathways signal trust and boost confidence in the institution and the learning journey.” Why this matters in Higher Education Trust must be earned continuously. Students and parents need assurance that an institution is legitimate, that qualifications are recognised and that the learning experience is well governed. “Visible, accurate and easy-to-understand signals - including accreditation, registration status, qualification details, academic rules and student support - do more than meet compliance. They form part of the student experience and demonstrate active quality management.” Student experience is quality assurance in action Student experience is integral to academic quality and outcomes, and it shows in programme design, LMS structure, assessment communication, feedback and support. “The lesson from our most-used apps is that simple-feeling experiences rely on careful design, robust systems and continuous improvement. This matters for today’s students and especially for Generation Alpha who expect intuitive, responsive and personalised digital journeys,” says Landman.  “The best institutions will not design only for the students they serve today. They will also pay close attention to the behaviours, expectations and support needs of the students who are coming next. Institutions that make quality visible and trust easy to earn will better navigate academic journeys and demonstrate mature governance.”

Advtech announces completion of R250m share repurchase

By Tamara Thomas • June 17, 2026
Advtech Limited (Advtech), Africa’s leading private education group, today announced the successful completion of a share repurchase programme. Advtech repurchased 5 740 128 shares, representing approximately 1.04% of its issued share capital, at an aggregate cost of R250 million between 30 March and 10 June 2026. Of these shares, 2 797 675 have already been cancelled, with the balance to be cancelled before 30 June 2026. "This share repurchase reflects the Board's confidence in Advtech's strong cash generation, robust balance sheet and long-term growth prospects." said Geoff Whyte, Group CEO of Advtech. The repurchase was funded from the group’s available cash resources. Advtech remains focused on expanding and strengthening its portfolio of leading brands and investing in people, technology and infrastructure to ensure long-term success. ENDS

Voluntary Announcement: General Repurchase of Shares

By Tamara Thomas • June 17, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) VOLUNTARY ANNOUNCEMENT: GENERAL REPURCHASE OF SHARES Shareholders are advised that Advtech Limited has repurchased 5 740 128 shares (the "repurchase") for the below period: Dates of repurchase: 30 March 2026 to 10 June 2026 Number of shares repurchased: 5 740 128 shares Lowest repurchase price per share (cents): R40.47 per share Highest repurchase price per share (cents): R44.90 per share Total value of shares repurchased: R250.0 million The repurchase represents approximately 1.04% of the Company's issued share capital. From the total shares repurchased, 2 797 675 shares have been cancelled, and the remaining 2 942 453 shares will be cancelled before 30 June 2026. The share repurchase underpins the board’s confidence in the company's robust cash generation and long-term growth trajectory. The Board considered the effect of the repurchase and believes that for a period of twelve months following the date of this announcement:  the Company and the Group will be able in the ordinary course of business to pay its debts; the assets of the Company and the Group will be more than the liabilities of the Company and the Group. For this purpose, the assets and liabilities were recognised and measured in accordance with the accounting policies used in the latest audited annual Group financial statements; the share capital and reserves of the Company and the Group will be adequate for ordinary business purposes; the working capital of the Company and the Group will be adequate for ordinary business purposes; and the Company and the Group have passed the solvency and liquidity test and since the test was performed, there have been no material changes to the financial position of the Group. The repurchase was made through the order book of the JSE, without any prior understanding or arrangement between the Company and the counter parties. None of the repurchases were effected during a prohibited period. The repurchase was funded from the Group's available cash resources. The impact on other areas of the Company's financial information is immaterial. 17 June 2026 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited