Our
Brands
Academic excellence
The core of our business
ADvTECH remains Africa's leading private education provider and our commitment to academic excellence is at the core of our strategy and is fundamental to ADvTECH’s success.
Core to our strategy is:
EXCEPTIONAL TEACHING AND LEARNING
BENCHMARKING OUR PERFORMANCE
against others and relative to previous years of our own performance to ensure we are living out a continual improvement ethos and can provide evidence to support our claims of excellence.
LEARNING AND OTHER ANALYTICS
are used to support decision making.
INTERNATIONAL AND EMPLOYER RECOGNITION
requires the ongoing building of our reputation and relationships.
In the news
In recent years, the approach to determining school readiness has undergone significant changes. Traditionally, school readiness assessments in Grade 0 focused heavily on evaluating whether children met specific academic and developmental benchmarks. However, this method often overlooked the individual growth and unique strengths of each child. Today, there is a shift towards a more holistic and supportive approach, emphasising continuous growth and tailored support, an education expert says. “The modern approach places less emphasis on traditional assessments and more on measuring and supporting student growth over time,” says Lynda Eagle, Schools Academic Advisor at ADvTECH, Africa’s leading private education provider. “This shift recognises that each child develops at their own pace and has unique strengths and areas for improvement. By focusing on growth, educators can better support students as they progress, extending their strengths and providing scaffolding where needed.” THE MEANING OF SCHOOL READINESS School readiness is an assessment of the degree to which a child is prepared to enter school and succeed in a learning environment, explains Eagle. When considering school readiness there is a range of developmental areas – all inter-linked - that need to be considered: academic/cognitive, social, emotional and physical. Collectively, a healthy development across these areas will indicate that a child is ready and able to adapt and thrive in their new setting, she says. “School readiness is not just about knowledge. It involves a child’s ability to adapt, to manage their emotions, to positively interact with others and to follow routines.” AREAS OF DEVELOPMENT Children’s development will differ according to the child’s age and stage of development. The various elements considered are broadly defined as follows: Physical : This includes both fine and gross motors skills that facilitate the child’s ability to control their body movements with increased accuracy and precision. The development of these skills ultimately prepares children for handwriting (letter and number formation) and the more physical activities required when participating in sport - such as running, jumping, and throwing a ball. Cognitive development : Is the ability of the child to process and demonstrate their understandings of foundational skills through problem-solving, the following of instructions, the sequencing of events, and the ability to reason and apply what they have learned to new situations. Social development : This considers the child’s ability to interact with others, to share, take turns, engage in collaboration and cooperate with others. Do they understand social cues, and are they able to interpret and respond appropriately to social cues, and recognise emotions? Emotional development : This involves the ability of the child to self-regulate and manage their emotions and behaviours. It facilitates the building of the child’s self-confidence and ability to work independently – to make sound choices and to operate in a community effectively. BEYOND TRADITIONAL ASSESSMENTS – DETERMINING WHAT IS BEST FOR THE CHILD “When we fail to consider the age and developmental stage of a child, we risk trying to grow or develop their skills before they are ready, or before they have had the necessary foundational experiences, which can have a lifetime impact if there is a rush towards achieving school readiness,” says Eagle. “An overemphasis on academic skills can lead to moving to abstract concepts without providing enough concrete experiences. Measuring and judging students against uniform pre-determined norms or standards fail to recognise their unique needs, talents and dispositions. This approach places undue pressure on both the adults and students in an attempt to meet these milestones and often at the expense of developing important essential or soft skills”. Additionally, failing to consider cultural contexts means that norms are based on standards that do not align with the child’s unique experiences. “Fostering a competitive environment can place pressure on a child’s well-being, sense of belonging and identity. When a child is labelled as not ready, it implies they are not worthy, leading to judgment rather than nurturing.” Eagle says parents and educators need to take a balanced approach by determining whether the school is ready for the child, and whether it can work with a framework that recognises the rights of the child – adapting and designing learning experiences that address gaps and challenges. “Rather than ticking boxes to determine school readiness (or not), it is our duty to focus on the child’s emotional, social and mental health – where they feel safe then they will be open to learning. We must be flexible and adaptive – to be inclusive and affirmative in our actions and behaviours – this includes the language that we use. The overriding recognition should be that children don’t mature or learn in the same ways. That is okay, and simply requires us to adjust accordingly.”
Intelligence Quotient (IQ) has traditionally been considered a key indicator of potential, but it is increasingly no longer the sole indicator of personal and professional success, particularly in South Africa’s diverse environment. This is because Social Quotient (SQ) and Cultural Quotient (CQ) are emerging as additional key factors being considered when hiring and promoting candidates. “Modern understanding recognises the crucial roles the various intelligences play in determining how effectively one navigates your educational and career journey,” says Talita van Wyk, Head of Programme at The Independent Institute of Education , SA’s leading private higher education provider. IQ has long been the benchmark for assessing cognitive abilities, such as logical reasoning, problem-solving, and analytical skills. EQ, or Emotional Intelligence, measures one’s ability to understand and manage their own emotions and those of others. High AQ (Adaptability Quotient) is associated with qualities such as resilience, flexibility, and a proactive approach to problem-solving. “While IQ, along with AQ (Adaptability Quotient) and EQ (Emotional Quotient), remain important qualities, our unique environment means that SQ and CQ are increasingly significant differentiators in the employment arena, and therefore individuals should also endeavour to develop these intelligences when building their personal brands” she says. SQ refers to the ability to navigate social interactions and build strong relationships. It involves empathy, effective communication, and the ability to influence and inspire others. CQ is the capability to relate and work effectively across cultures - locally and internationally. “While each quotient individually contributes to professional success, their interplay is what truly sets top performers apart,” explains Van Wyk. “For instance, a manager with high IQ and EQ can devise strategic solutions and motivate their team. However, without SQ, they might struggle to build trust and rapport, and without CQ, they could face challenges in a multicultural team.” Professionals who excel in SQ and CQ are better equipped to handle the complexities of today’s workplace, as they are more adept at managing or working within diverse teams. That is why these skills are increasingly valued as organisations recognise the importance of diversity and inclusion for innovation and growth. “The good news is that both SQ and CQ, together with the other intelligences, can be developed over time – particularly as awareness of these important qualities grow. As educators, both in the basic and higher education spheres, we should also endeavour to hone these skills to develop well-rounded and empowered individuals,” Van Wyk says. CULTURAL QUOTIENT “CQ involves understanding, respecting, and adapting to cultural differences to work effectively across diverse cultural contexts. It evaluates an individual’s capability to function effectively in culturally diverse settings,” says Van Wyk. High CQ allows individuals to effectively communicate and interact with individuals from different cultural backgrounds, listen to and understand various perspectives, as well as adjust their behaviour and strategies to fit different cultural contexts and expectations authentically and without compromising their own values. SOCIAL QUOTIENT SQ pertains to understanding and managing social interactions and relationships, stressing the ability to understand social contexts and engage effectively with others. It measures an individual’s ability to navigate social environments, build and maintain relationships, and understand social norms and dynamics. “A high SQ score is correlated with social awareness, that is, the ability to understand and interpret social cues and dynamics within different groups or environments. Its value arises from the ability to build and maintain healthy and productive relationships through effective communication and conflict resolution,” she says. Van Wyk notes that while AQ, SQ and CQ are relatively recently recognised traits, they are not stand-alone individual traits, but rather are inter-connected, together with IQ and EQ. “Understanding the existence and benefits of these traits and how they can enhance one’s educational and career journey are important first steps towards developing them,” says Van Wyk. “To this end, it is important to embrace change, viewing it as an opportunity for growth rather than a threat. We need to be willing and able to step out of our comfort zones regularly, all the while developing our knowledge and skills.”
Over the past decade, as the Cambridge curriculum gained popularity in South Africa, the number of schools and institutions offering this internationally recognised education pathway mushroomed across the country. However, as many parents who wanted to ensure their child received the best possible education came to realise, not all schools are equally equipped to deliver the curriculum effectively. “It is not unusual for students and parents to arrive late in their school journey only to find out that they are not ready whatsoever for their final exams, despite having performed adequately before,” says Marlene Van Der Wath, Brand Academic Head at ADvTECH Schools, Africa’s leading private education provider. She says the Cambridge curriculum has unique requirements and logistics which, if not properly understood, supported and implemented, can leave students significantly in the lurch. “We therefore encourage parents to ensure they have done their due diligence checks before enrolling their child at a school offering the Cambridge curriculum, to ensure the student is able to complete their schooling successfully and with as little additional pressure as possible,” she says. THE CAMBRIDGE CURRICULUM The Cambridge curriculum stands out as an exceptional educational path due to its comprehensive and challenging framework. It is meticulously designed to foster critical thinking, problem-solving, and analytical skills from an early age through to advanced levels. By offering a structured progression from the Early Years through Primary, Lower Secondary, IGCSE, and AS/A Levels, it ensures that students build a solid academic foundation and are well-prepared for higher education. Additionally, its global recognition opens doors to universities and career opportunities worldwide, making it an ideal choice for students aiming for academic excellence and international prospects. Cambridge also continually revises their curricula to keep up with international trends and research regarding education. KEY FACTORS WHEN EVALUATING A CAMBRIDGE SCHOOL Accreditation and recognition When selecting a school, it’s crucial to verify that it holds accreditation from Cambridge Assessment International Education. This accreditation ensures that the school undergoes regular inspections and adheres to specific quality standards. Additionally, it’s important to confirm that the school’s qualifications are recognised by South African universities and other international institutions, ensuring that students have access to a wide range of higher education opportunities both locally and globally. Qualified and experienced staff When evaluating a school, it’s important to assess the qualifications and experience of the teaching staff. Educators should have specialised training in the Cambridge curriculum and a proven history of effectively supporting students through it. Additionally, seek out schools that offer continuous professional development for their teachers, to ensure they remain current with the latest educational methodologies. Curriculum delivery and support To determine a school’s approach to delivering the curriculum, it’s important to look for a balanced method that combines both theoretical knowledge and practical application. This means that while students are learning the fundamental concepts and theories, they are also given opportunities to apply this knowledge in real-world scenarios, through activities like experiments, projects, and hands-on learning experiences. This approach helps students to better understand and retain information, making their education more meaningful and engaging. Additionally, it’s crucial to ensure that the school provides ample support for students. This can include tutoring services for those who need extra help with their studies, mentoring programmes to guide students through their academic journey, and access to resources such as well-equipped libraries and modern laboratories. These resources can significantly enhance the learning experience, providing students with the tools they need to succeed academically and develop a deeper understanding of the subjects they are studying. Also, ensure the school has access to Cambridge-approved textbooks and learning materials. ·Student performance and outcomes Examine the school’s historical performance, and speak to past and current students and parents. Consistently high pass rates and top grades are strong indicators that the school effectively delivers the curriculum and supports student achievement. This data can provide valuable insights into the quality of education and the effectiveness of teaching methods employed by the school. This applies not only to the top achievers, but also the students who are supported to perform to the best of their ability to improve their grades. Additionally, take into account the achievements of the school’s alumni. Investigate how former students have fared in higher education and their subsequent career paths. Successful alumni who have gained admission to prestigious universities and excelled in their professional lives reflect positively on the school’s long-term impact. This information can help parents gauge the school’s ability to prepare students not just for exams, but for future academic and career success. “Going the Cambridge route can solidly position your child for a successful academic journey and future success,” says Van Der Wath. “But choosing the right school for your child’s Cambridge education is crucial for their successful academic and personal development.”
9%
Revenue
15%
Operating Profit
16%
Normalised Earnings per Share
38.0 cents
Interim Dividend per Share
