ADvTECH in the news
NEWS DESK
NEWS DESK
With their 2024 IEB Matric exam performance, JSE-listed ADvTECH Schools and students have set a new precedent for academic excellence in the country. ADvTECH Schools not only performed better than the national average, but also improved on its own stellar results from the year before. The ADvTECH IEB pass rate for 2024 was 98,75% compared to the national rate of 98,47%. The group’s results were also better than the 2023 pass rate of 98,58%. 2044 students sat for the 2024 IEB exams. ADvTECH’s Bachelor Pass rate of 89,46% was also up from the previous year, and higher than the national IEB average of 89.37%. ADvTECH students achieved 3 622 distinctions. “We congratulate our students, our schools and teachers on this remarkable achievement,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH. Hugo says the outstanding performance across ADvTECH’s 119 schools – which include brands such as Crawford International, Pinnacle College, Trinityhouse Schools and Abbotts College – was the result of significant advances introduced across the group in the past years. These include a strong focus on data-driven teaching and learning, which allows for individualised learning paths and interventions. “The increase in percentages may look small on paper, but they represent a significant number of individuals who have reaped the rewards of their hard work paired with the support of international best practices in education,” Hugo says. Noteworthy performance of individual ADvTECH Schools included: · Crawford International Sandton 4,3 average distinctions per student · Crawford International La Lucia 3,3 average distinctions per student · Trinityhouse Randpark Ridge 2,6 average distinctions per student · Trinityhouse Little Falls 2,5 average distinctions per student · 20 ADvTECH Students were recognised for Outstanding Performance by the IEB · 10 ADvTECH Students were recognised for Commendable Achievement by the IEB
During the December holidays, parents and guardians of 2025’s Grade Ones have a monumental milestone to look forward to – that of their child going to big school for the first time! In the coming weeks, before the school doors open in January, parents have a valuable opportunity to ensure children start their academic journey on a positive and strong footing, an education expert says. “Transitioning from preschool to the more formal primary school setting is a significant milestone for both children and their parents. This change can bring about feelings of uncertainty and anxiety, but with intentional preparation, parents can help their children embark on this new educational journey with confidence,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider. Hugo says it is important to set a positive tone in the coming weeks, to help students prepare emotionally so that they can embark on their new chapter with the right mindset, ready to enjoy their academic journey from the start. “There will be lots of excitement around the practical preparations such as selecting school uniforms, gathering supplies, and getting to grips with new routines next year. But in addition to the logistical aspects, parents can also smooth the transition to help their child navigate the new environment. To that end, parents can start practising the mindset for success right away,” she says. Manage expectations As parents, it is important to manage our expectations, says Hugo. “Allow your child to make mistakes and learn from them, rather than pushing for achievement and perfect outcomes at all costs. In the next few weeks, help your child develop independence and confidence by taking small steps towards self-care, such as dressing themselves and organising their belongings. Celebrating efforts, even when they fall short of perfection, fosters resilience – both at home and at school.” Foster perseverance Young children may feel frustrated when they struggle with tasks. It’s essential to teach them the value of persistence and the importance of continuing to try despite difficulties. “Instead of immediately stepping in to resolve issues, parents should offer guidance and encouragement, to help their child build confidence in their own abilities.” Promote positive play Starting Junior school marks a crucial social development phase where children learn to engage meaningfully with peers. Parents should encourage kindness and inclusivity among their children, which are vital for emotional growth and confidence. “It can be tough out there for children as they start encountering challenging situations and peers. These early years start marking the time where parents can’t just always step in and remedy the situation, and where students need to start understanding how to navigate challenges themselves. To build conflict-resolution muscles, roleplaying various scenarios with toys or games that involve taking turns and dealing with frustrations can help children practise social skills necessary for making friends and resolving conflicts,” Hugo says. Encourage curiosity A natural curiosity about the world is fundamental for learning. “Parents should nurture this by engaging in conversations about their surroundings during outings, ask questions of your child, do not just supply answers. Research indicates that children benefit significantly from interactive discussions where both parties question, listen and respond thoughtfully. “Encouraging reading and exploring topics together can further enhance this curiosity.” Develop healthy routines to build resilience While there is little to no homework in the early years, parents should put aside some time every day to focus on the day’s activities, by talking over what was done in school during the day and reading together. “Young children will start getting into a natural routine of building upon what they’ve learned. By making this a fun and enjoyable experience, and a positive family interaction, they will start to associate learning with empowerment, which will pay dividends down the line when the workload does start to grow.” In addition to setting up a daily ‘connection’ routine with positive associations right from the start, parents should also help their children build the skills which will be required from them later in their school careers. “Children need a healthy diet, plenty of sleep and exercise. Unhealthy habits and routines can quickly start to show in a child’s general disposition and academic engagement, so establishing good habits – including limiting screentime – is key. “By fostering connection time, parents will build trusting relationships with their children, so that when something may be troubling them, they reach out to their parents as their first line of support and care.”
In an era where technological advancements are transforming every aspect of our lives, the educational sector is no exception. While innovation and technology have the potential to revolutionise learning, it is crucial to remember that not all change is inherently good, and tradition plays a vital role in maintaining the integrity and effectiveness of education, an education expert says. “Despite the rapid evolution of educational technologies, certain foundational skills and knowledge remain indispensable. Reading, writing, critical thinking, and problem-solving are timeless components of education that transcend technological advancements. These skills are essential for students to navigate a complex and ever-changing world,” says Dr Andre Abrahams, Deputy Dean: Academic Development and Support at The Independent Institute of Education , SA’s leading private higher education provider. Dr Abrahams recently delivered the keynote address at the International Conference on Education Research (ICER), hosted by The IIE, wherein he made the case for the importance of balancing innovation with tradition. Technology, particularly artificial intelligence (AI), has the potential to significantly enhance learning outcomes. AI tools can automate administrative tasks, provide personalised learning experiences, and make education more interactive and engaging. For instance, AI-powered adaptive learning platforms can identify knowledge gaps and offer customised content to students, improving their learning outcomes, he notes. “But while technology can replicate and supplement traditional methods, it cannot replace the human touch that is essential for holistic education. Good pedagogy, which includes building positive relationships with students, providing emotional support, and fostering critical thinking, remains at the core of effective teaching. “Activities like read-aloud with physical books, for instance, continue to hold a special place in education, promoting a unique connection with literature and fostering a sense of community among students.” On the other hand, traditional educational practices do have their limitations, says Abrahams. “They often fail to engage students with varied learning preferences, leading to a one-size-fits-all approach that can leave some students behind. Additionally, traditional methods can sometimes hinder the discovery of new information and solutions to fundamental issues, and they may control who is allowed to produce ideas and what is considered scholarly knowledge. “These shortfalls highlight the need for innovation and adaptation in the educational system.” BLENDING TRADITION WITH INNOVATION The key to effective education lies in striking a balance between tradition and innovation, says Dr Abrahams. “Blended learning environments, which combine traditional teaching methods with modern technological tools, are showing promising results. These environments allow teachers to focus on complex teaching duties and direct student interaction while leveraging AI to handle repetitive tasks such as grading and tutoring. “Tradition serves as a reminder that not all change is good simply because it is new. It cautions us against the allure of novelty and fashion, encouraging us to evaluate technological advancements based on their true value rather than their novelty. This balanced approach ensures that we do not sacrifice the essential elements of education in the pursuit of innovation.” By leveraging the best of both worlds, we can create an educational system that is both modern and inclusive, ensuring that students receive the foundational knowledge and skills they need to thrive in a rapidly changing world, says Dr Abrahams. “Tradition is not a hindrance to progress but a guiding light that helps us navigate the complexities of modern education with wisdom and caution. As we embrace technological advancements, it is crucial to do so with caution to promote equity, fairness, and inclusion. Development and progress should be accessible to all, not just a select few. “By designing technology with diverse students in mind, we can ensure that digital fairness and inclusion are prioritised. This approach emphasises that the goal should not be to be the first or the fastest but to create a system that is equitable and beneficial for everyone.”
Bullying in the workplace is a problem that is more common than one might expect. Office bullies create a toxic environment and cause significant stress for their targets or the broader office community. However, it is not always easy to identify certain behaviours as bullying, especially when they are subtle and veiled behind professional facades. “An attitude where a colleague adopts a sense of self-importance and unofficial authority can sometimes cross into the realm of adult office bullying. Individuals with this mindset often feel entitled to monitor, correct, or control the actions of their peers, even when they lack the formal authority to do so,” says Peter Kriel, General Manager at The Independent Institute of Education , SA’s leading private higher education provider. He says this self-imposed hierarchy can lead to behaviours that undermine the autonomy, confidence, and contributions of colleagues. The person may criticise, belittle, or "advise" under the guise of support, but the effect is often to enforce their own dominance and diminish others' value within the team. “Such attitudes can be harmful even when unconscious, as the underlying implication is that their peers are less competent or need guidance. Over time, this approach erodes trust and morale, creating an environment where others feel disempowered, stressed, and undervalued, which aligns with forms of workplace bullying,” says Kriel. BONA FIDE BEHAVIOUR OR BULLYING? Kriel says the following scenarios can provide clarity about whether a colleague’s behaviour is legitimately intended as support or guidance, or whether it has crossed over into bullying: Bullies frequently target others to diminish their credibility, which can include criticising, questioning decisions, or making others seem incompetent. They may “sabotage” work by withholding information or resources, setting their targets up to fail. Office bullies often manipulate situations to their advantage. They may take credit for others' work, spread rumours, or even lie to tarnish someone’s reputation. This behaviour serves to isolate their target and create doubt in the minds of colleagues. When bullies hold a position of power, they might misuse it to control others. They might micromanage excessively, impose unrealistic expectations, or demand work at a moment's notice to instil a sense of fear and inferiority. Some bullies portray themselves as victims, justifying their actions by saying they are defending themselves or the organisation. They may suggest that their target is untrustworthy, lazy, or hostile, painting a picture that shifts sympathy toward them and away from the true victim. Verbal abuse, sarcasm, belittling, and even silent treatment can be common tactics. Although physical intimidation is rare, office bullies may use non-verbal cues like glares, sighs, or dismissive gestures and even constant correction to intimidate others subtly. A bully might engage in gaslighting, where they make the target question their own judgment and sanity. They may downplay their actions or suggest that the target is overreacting, leading to self-doubt in the target and confusion about the legitimacy of their concerns. “Since bullying is simply wrong and, in many instances, explicitly prohibited in company policies, it is essential to address the behaviour constructively and assertively. Doing so would include documenting incidents, setting firm boundaries, seeking support, and escalating the matter to senior management. There are also many online resources that can guide you once you have identified that you are a victim of bullying,” says Kriel. “But the first step towards addressing problematic behaviour is to be sure about what you are experiencing and being able to label it. If you are clear that you are not being over-sensitive or over-reacting, but that you are in fact the target of a bully, you can start putting in place strategies to address and resolve the issue.”
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) STRATEGY DAY AND SITE VISITS Shareholders are advised that ADvTECH will be hosting a CEO Strategy Presentation today, Tuesday, 26 November 2024 in Sandton, followed by campus site visits in Pretoria. The presentation will focus on Group CEO, Geoff Whyte’s forward vision and strategic direction for the Group. The presentation is now available on ADvTECH’s website, www.advtech.co.za . 26 November 2024 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
The ADvTECH Group (ADvTECH) announced today that it has concluded an agreement to acquire a 100% interest in Flipper International School in Addis Ababa, Ethiopia, further reinforcing its position as a leading provider of private education on the African continent. The acquisition will add five schools and an additional 3 000 students to the Group’s international portfolio in the fifth fastest growing city on the continent. The acquisition was internally funded by ADvTECH. Commenting on the acquisition, ADvTECH CEO, Geoff Whyte said: “We are delighted to welcome Flipper International School to the ADvTECH Group as we expand our presence across Africa and further cement our status as the leaders in teaching and learning on the continent.” Well-known for its academic excellence, Flipper International School was founded in 1998 by Mrs Menna Selamu Bekele and Mrs Serkaddis Seifu Yeteshawork. In 2018, the founders sold an 85% stake to Tana Africa Capital and the Saham Group. Sharing their thoughts on the acquisition Menna and Serkaddis said: “We are incredibly proud of what we have built at Flipper International School. Our mission has always been to be a beacon of academic excellence in the region. We are confident that ADvTECH’s expertise and resources will help the school further enhance the educational experience and growth opportunities for students and staff.” Flipper International School’s five campuses are located in Beklobet in the centre of Addis Ababa and in Summit to the east of the city. Total current capacity of the five locations amounts to more than 3 500 students. Addis Ababa is benefitting from the rapid urbanisation in Ethiopia, leading to increased demand for high-quality education. “As a business, ADvTECH is in a unique position to make a truly meaningful difference to people’s lives and futures. Flipper International School has always been a beacon of academic excellence in the region. We look forward, therefore, to applying our resources and expertise to this school and taking it to even greater heights in the years to come,” concluded Whyte.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) ADvTECH acquires established Ethiopian school group and expands its footprint across the African continent The ADvTECH Group (ADvTECH) announced today that it has concluded a USD7,5 million agreement (approximately R135 million) to acquire a 100% interest in Flipper International School in Addis Ababa, Ethiopia, further reinforcing its position as a leading provider of private education on the African continent. The acquisition will add five schools and an additional 3 000 students to the Group’s international portfolio in the fifth fastest growing city on the continent. The acquisition was internally funded by ADvTECH. Commenting on the acquisition, ADvTECH CEO, Geoff Whyte said: “We are delighted to welcome Flipper International School to the ADvTECH Group as we expand our presence across Africa and further cement our status as the leaders in teaching and learning on the continent.” Well-known for its academic excellence, Flipper International School was founded in 1998 by Mrs Menna Selamu Bekele and Mrs Serkaddis Seifu Yeteshawork. In 2018, the founders sold an 85% stake to Tana Africa Capital and the Saham Group. Flipper International Schools’ five campuses are located in Beklobet in the centre of Addis Ababa and in Summit to the east of the city. Total current capacity of the five locations amounts to more than 3 500 students. Ethiopia is experiencing rapid urbanisation. As a consequence of this development, availability in the public schooling system in Addis Ababa has become increasingly constrained. This has led to increased demand for high quality, private education. “As a business, ADvTECH is in a unique position to make a truly meaningful difference to people’s lives and futures. Flipper International School has always been a beacon of academic excellence in the region. We look forward, therefore, to applying our resources and expertise to this school and taking it to even greater heights in the years to come,” concluded Whyte. 21 November 2024 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
20 November 2024: The ADvTECH Group (ADvTECH) is pleased to announce the appointment of Hannes Boonzaaier as designated Group Chief Financial Officer and Executive Director with effect from 1 February 2025. After an initial handover period, Boonzaaier will succeed Didier Oesch who, as previously announced, will retire at the end of April 2025 after more than 19 years of distinguished service with the Group. Boonzaaier, a Chartered Accountant, joined the AfroCentric Group in 2003 and is currently the Group Chief Financial Officer. He has held this position since 2015 and is responsible for all financial management and investment decisions at the group. Prior to joining the AfroCentric Group in 2003, Boonzaaier was a senior manager in the corporate finance team at KPMG where he also completed his Articles. Commenting on the appointment, ADvTECH Chief Executive Officer, Geoff Whyte said: “The Board and the executive team are pleased with the appointment of Hannes as CFO. We are confident that his experience as the CFO of a listed company, coupled with his overall business acumen, will further support the delivery of our ambition and implementation of our growth strategy. I look forward to working closely with him.”
In South Africa, a Matric certificate is still considered the gold standard for educational achievement and the ticket to further study. However it is important to recognise that this path may not be the best fit for everyone, and understand that there are indeed alternative routes to career success. “For many students, the rigours and constraints of the senior high journey and Matric can be prohibitively daunting, and the pressure to perform can be overwhelming. However, this does not mean that these individuals are devoid of potential or that they lack the skills and dedication required to succeed in their chosen careers,” says Siyavuya Makubalo, Marketing Manager at Oxbridge Academy, a brand of Africa’s leading private education provider ADvTECH. “This leaves these students and their parents in despair, particularly if they are not aware of the options available to them outside of Matric completion,” she says. The reality however, is that South Africa offers a robust alternative to the Matric route through SAQA-registered Occupational Certificates. These qualifications, registered with the South African Qualifications Authority (SAQA) and quality assured by the Quality Council for Trades and Occupations (QCTO), are designed to equip students with work-relevant skills that are highly valued by employers. Unlike the Matric certificate, which focuses mainly on theoretical knowledge, work-related Occupational Certificates emphasise practical skills and hands-on experience, making students job-ready from the outset. “One of the most significant advantages of Occupational Certificates is their accessibility,” says Makubalo. “Students can earn these qualifications without needing a Matric certificate, opening up educational and career opportunities to a broader segment of the population. These certificates are structured to accommodate different National Qualifications Framework (NQF) levels, ensuring that students can find a qualification that aligns with their educational background and career aspirations.” Further good news is that occupational certificates are available across a diverse range of career fields, which means that most aspiring students will be able to find a good fit for their personal vision. They include (but are not limited to): Occupational Certificate: Home Based Personal Care Worker (SAQA ID 104792) This qualification enables students to provide personal care to clients in home-based settings, assist with daily living activities, and maintain a safe and healthy environment for clients. It also focuses on effective communication with clients and their families to ensure holistic care. Occupational Certificate: Health Promotion Officer (SAQA ID 94597) This qualification prepares students to promote health and wellness in communities, develop and implement health promotion programmes, and conduct health education and awareness campaigns. It also involves collaborating with healthcare professionals and community organisations to achieve health promotion goals. Occupational Certificate: Cash Office Clerk (SAQA ID 101863) This qualification trains students to manage cash transactions, maintain accurate financial records, process sales and refunds, and ensure compliance with financial policies and procedures. It also includes skills in handling customer payments, managing cash handling equipment, and maintaining a secure financial environment. Occupational Certificate: Patrol Officer (SAQA ID 110867) This qualification equips students with the skills to conduct regular patrols, identify and report security threats, and engage with the public to maintain order and safety. It also focuses on maintaining accurate records of patrol activities and ensuring compliance with security protocols. Occupational Certificate: Security Officer (SAQA ID 110866) This qualification prepares students to perform security duties, including conducting patrols, responding to security incidents, and maintaining security equipment and systems. It also equips them with the skills to collaborate with law enforcement and other security personnel to ensure a safe and secure environment. Occupational Certificate: First Line Security Manager (SAQA 118687) This qualification prepares students to oversee and manage security operations effectively. It equips them with the skills to coordinate security teams, develop and implement security protocols, and respond to incidents strategically. Students will also learn how to manage security resources, maintain compliance and regulatory standards, and collaborate with stakeholders to ensure a safe and secure environment. Occupational Certificate: Occupational Health and Safety Practitioner (SAQA ID 99714) The qualification equips students to ensure the safety and wellbeing of individuals in the workplace, by gaining comprehensive knowledge and essential skills to identify and effectively mitigate hazards, and minimise risks within designated work areas“ An overview of the aforementioned occupational certificates will show that the skills being learned are in high demand in South Africa. Additionally, by virtue of their SAQA-registration, they are recognised and valued by South African employers,” says Makubalo. “It is true that a Matric certificate remains an important milestone for many, but it is most definitely not the only route to personal and career success. For those students for whom Matric simply isn’t a fit, Occupational Certificates offer a viable, practical, and work-relevant alternative that will equip them with the skills and confidence they need to thrive in their chosen careers. These alternatives are becoming increasingly important, providing a more inclusive and effective way to prepare students for the workforce.”
