Alternatives to matric: Different, proven paths to fulfilling careers

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.”

ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Group”) CHANGES TO THE BOARD OF DIRECTORS APPOINTMENT OF HANNES BOONZAAIER AS GROUP CHIEF FINANCIAL OFFICER In accordance with paragraph 3.59(a) of the JSE Limited Listings Requirements, the board of directors of ADvTECH (“Board”) is excited to announce the appointment of Mr Hannes Boonzaaier (“Hannes”) as designated Group Chief Financial Officer (“CFO”) and Executive Director with effect from 1 February 2025. After an initial handover period, he will succeed Didier Oesch as CFO, who will retire at the end of April 2025 (as per SENS announcement published on 11 June 2024) after serving the Group with distinction for more than 19 years. Hannes, 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. Prior to joining the AfroCentric Group, he was a senior manager in the corporate finance team at KPMG, where he also completed his Articles. Hannes holds a Bachelor of Commerce (Honours) from the University of Pretoria, completed a Chartered Tax Advisor (CTA) through UNISA, and was admitted as a Chartered Accountant (SAICA) in 2000.  CFO South Africa awarded him the CFO Transformation and Empowerment Award in 2019. He won “Best Integrated Audit Report” for healthcare companies at the annual Board of Healthcare Funders Awards in 2022, 2023 and 2024 and was the overall winner in the JSE Small Cap section Integrated Audit Reports at the Sunday Times Companies Secretaries Award in 2022. The Board would like to congratulate Hannes on his appointment and looks forward to the contribution that he will bring to the Group. 20 November 2024 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited

Anxiety is a pervasive issue that can affect students of all ages and from all backgrounds, regardless of whether they are enrolled in traditional brick-and-mortar schools or online educational programs. However, studying online can present unique challenges that need to be considered when choosing a school. That is why it is important for online schools to actively mitigate potential concerns right from the start, mental health and academic experts say. “While anxiety is most definitely not unique to the online environment, the online learning environment does present distinct challenges that can give rise to anxiety, and it is imperative that online schools both acknowledge and address these challenges to ensure a complete educational journey that is not only about getting to grips with academics but also the ongoing development of students,” says Nasrin Kirsten, Group Psychologist at The Independent Institute of Education, who oversees Student Wellbeing at ADvTECH Schools, SA’s leading private education provider. “Online students often face a blend of technological, social, and academic pressures that can differ significantly from those experienced in a traditional classroom setting. Suppose there is a lack of face-to-face interaction, over-reliance on digital communication, and a lack of positive motivation to stay on track. In that case, online students are likely to experience heightened anxiety levels,” she says. “Therefore, it is essential for parents to carefully evaluate online schools to ensure they have implemented strategies and support systems tailored to mitigate these unique online challenges.” Kirsten notes that social isolation is a significant contributor to anxiety in online learners. "Online schools must offer opportunities for meaningful interaction with teachers and peers, as structured, regular engagement can prevent feelings of loneliness," she says. Lack of boundaries between school and home also leads to stress, as students may feel they’re constantly in 'school mode' without time to unwind. "Online schools need to guide students in setting routines and healthy study habits to help manage this,” Kirsten explains. Technology-related frustrations, such as slow internet or unfamiliar tools, can further intensify anxiety. Schools that provide robust technical support and foster digital literacy can help alleviate these issues. Performance anxiety is another challenge, especially when feedback is insufficient. Kirsten emphasises that regular, personalised feedback is vital for students to feel supported in their progress. Finally, while online learning offers flexibility, some students may find it overwhelming without a structured schedule. Kirsten advises parents to choose schools prioritising mental health, offering resources like counsellors and workshops to support students' emotional well-being. This approach ensures that online learning is both practical and supportive. Colin Northmore, Principal at Evolve Online School, says online schools must ensure the comprehensive development of their students, addressing cognitive, emotional, social, physical and spiritual growth. “An important aspect is the curriculum, which needs to be designed to foster holistic development by integrating various aspects of a child's growth. This includes a focus on foundational, social, and emotional learning skills. There also needs to be real people with whom students can connect through life coaches to help students learn how to manage stress and anxiety and develop coping mechanisms, resilience, and a growth mindset. The secret to getting the balance right lies in the word balance. The question is, what should be balanced? Children need Screen, Green, Team and Dream time, he says. “A great online school must find opportunities for students to put away their screens and interact with the physical world (Green Time). The school can do this, for instance, by introducing scientific experiments using everyday household items. Schools can further augment this by providing physical resources, such as the Adventure Boxes supplied by Evolve.” Northmore says the question of screen time is also one that needs careful and well-planned implementation. “There is an essential difference between sedentary and cognitive screen time. Children are more likely to experience anxiety when they are using their screen time on social media and can find some relief from just watching a fun series. Cognitive screen time (when using their devices to solve problems or learn new skills and concepts) may not be relaxing, but it builds a sense of control and achievement that can ease their fear of failure.” The time spent in live classes needs to be as interactive as possible so that the students can develop their social skills and engage with the learning in a way that makes the screen disappear into the background (Team Time). “Opportunities need to be created for pair work and teamwork to learn how to give and receive feedback and a host of critical transferable skills like assertiveness, resilience, problem-solving and effective communication,” says Northmore. Perhaps the most important, is Dream Time. “The human imagination is the most powerful tool for overcoming obstacles and creating creative solutions to seemingly unsolvable problems. Mindfulness exercises and imaginative play are crucial to the development of the imagination. Online students must be allowed to play when they are younger, and explore as they grow while being encouraged to feel wonder and awe, to develop holistically,” Northmore says.

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

South Africa’s leading culinary school will be opening new campus in Ruimsig in Roodepoort, Gauteng, in January next year, with enrolment applications already open. This will be the seventh campus for Capsicum Culinary Studio (CCS) which this year is proudly celebrating its 21 st anniversary as the country’s premier chef school. It already has campuses in Boksburg, Cape Town, Durban, Nelson Mandela Bay, Johannesburg and Pretoria. CCS is part of the ADvTECH Group, a JSE-listed company and Africa’s largest private education provider and a continental leader in quality education focused on academic excellence, training, skills development and placement services. Says Renee Hill, MD of CCS: “The opening of the new campus highlights the need for qualified culinary graduates as Africa’s food and hospitality industries experience a resurgence, driven by an increase in tourism and business travel. Ruimsig is the perfect location for a new campus for CCS given that the West Rand, within which it is located, is home to almost 950 000 residents and growing yearly.” Despite being close to the thriving metropolis of Johannesburg, Ruimsig is located a stone’s throw from the Walter Sisulu National Botanical Garden, the Cradle of Humankind and the Magaliesberg mountain range, all of which attract hundreds of thousands of tourists and outdoor enthusiasts annually. Hill says that they are hoping to not only draw students from the area but from other parts of the country as well as the African diaspora and that the new campus will offer on-site accommodation, high-speed Wi-Fi, comprehensive libraries, lounge areas, parking facilities and access to nearby wellness centres and sports and leisure options. The Ruimsig campus will be staffed by a team of practised and knowledgeable lecturers as well as cutting-edge training lecture rooms, kitchens and other facilities. The Ruimsig Capsicum Culinary Studio offers the following courses: Assistant Baker Programme Advanced Professional Chef Programme Combined Programmes Foundational Cookery Programme Professional Chef Programme Professional Patisserie Programme Short Courses Rookie Chef The campus is situated at Building D, 144 Peter Road, Ruimsig. Call 011 234 1896 or visit the Ruimsig Capsicum Culinary Studio website .

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.

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 the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by an ADvTECH prescribed officer.

Many students reach senior high, or even Matric and beyond, without knowing what career they would like to pursue after school. Unfortunately, leaving this planning too late can cause great stress for both parents and students, and will likely limit one’s potential options, an education expert says. This is why early career guidance is vital during the early high school years - firstly to determine a student’s passion and purpose, and then to align their high school path to future qualification opportunities. “Career guidance allows students to be fully informed about their choices, and to make strategic decisions that will broaden their opportunities and set them up for success throughout their academic journey and career,” says Dr Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education , SA’s leading private higher education provider. “While many parents and guardians adopt a ‘wait-and-see’ approach, the reality is that insufficient early exposure to relevant career guidance puts students at risk of making ill- or even misinformed education and career choices. Without adequate awareness of their abilities, potential opportunities, and the structural challenges to employment, the challenges of transitioning to higher education and the world of work can become daunting,” Dr Batchelor says that having a clear idea of one’s general future direction, helps students establish the path towards a meaningful career, as well as find purpose in their school studies. “Once you know what qualifications will be required for your future career field, you can then work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements at higher education institutions. “For example, if you want to enter a legal career and ultimately become a lawyer - whether an attorney or an advocate - it is important to know that the only qualification that allows this progress is the Bachelor of Laws (LLB) degree. Students who are not adequately informed may incorrectly believe that they can enter a legal career with a Bachelor of Commerce in Law or a Bachelor of Arts in Law. Although these degrees allow further progression and articulation to a Bachelor of Laws (LLB) degree, it is only the Bachelor of Laws (LLB) degree that would allow ultimate entry into the legal profession.” Staying with the legal example, students who aspire to run their own law firm and have been given proper guidance will know that it may be necessary to opt for a longer study route to ensure they obtain all the necessary entrepreneurial, business, management, and legal subject matter expertise. This could include completing a Bachelor of Commerce in Law first and after that pursuing a Bachelor of Law “A career is more than just a job, it is a lifetime pursuit that provides fulfilment, purpose, and financial stability. The importance of choosing a career lies in its ability to provide direction and focus for your life goals and aspirations,” says Dr Batchelor. “In high school, students are often only aware of the popular and common career choices or those which their social circle or family are associated with, whereas there are many more career opportunities in today’s working world with this list growing daily.” Career guidance normally begins with an assessment of a student's skills, interests, and strengths. This information is then used to identify potential career paths that may be a good fit. A career counsellor may provide information about various occupations, such as job requirements, growth potential, and earning potential. They may also help students explore education and training options and offer advice on how to gain relevant work experience. “The good news is that career guidance is accessible to everyone,” says Dr Batchelor. “Any reputable higher education institution will have a career guidance or counselling office. We therefore encourage students to make an appointment and consult with a counsellor as early on in their high school education as possible, in order to ensure that they are fully equipped to make subject choice decisions that align with the entry requirements into the qualification they need to fulfil their academic and career aspirations.”

In South Africa, the ability to read for meaning is a critical skill that remains elusive for many children. According to the Reading Panel 2030 report, a staggering 78% of Grade 4 learners cannot read for meaning in any language. This alarming statistic underscores the urgent need to foster a love of reading among students to ensure their academic success and personal development. “Reading is foundational to learning and personal growth. It enhances vocabulary, improves comprehension, and stimulates imagination. Moreover, reading is linked to better academic performance across all subjects. For South Africa, where educational disparities are significant, promoting reading can be a powerful tool to bridge the gap and empower future generations,” says Kassandra Strydom, Academic Advisor: Foundation Phase at ADvTECH , Africa’s leading private education provider. Strydom emphasises that in a world dominated by social media and mobile devices, keeping a child's interest in reading can be challenging. However, she underscores that this is a vital responsibility for parents. “By integrating reading into daily life from a young age, and making it an enjoyable activity, parents can help their children develop a lifelong love for reading, thereby improving their prospects of personal and academic achievement,” she says. Strydom notes that the findings of the Reading Panel 2030 report highlight the critical need for efforts to ensure that all children in South Africa can read for meaning by 2030. And while the Department of Education committed to addressing challenges identified in the report at a recent session where Basic Education Minister Siviwe Gwarube delivered the keynote address, the mammoth task could not be left to educators alone, she said. “Schools and teachers play an important role in teaching students how to read, but few are equipped to instil a genuine love for reading by the time children begin formal education. This essential passion must be nurtured at home to create a supportive environment where students can thrive once they master their ABCs.” Strydom says parents play a pivotal role in nurturing a child’s love for reading, and says it can be done by: CREATING A READING-FRIENDLY ENVIRONMENT & LEADING BY EXAMPLE Second-hand books are often very affordable, and libraries are free, making it easy for families to fill their homes with a diverse selection that caters to their child's interests and reading level. Choosing books together can be a fun and exciting activity, providing valuable parent-child bonding time. Once the books have been selected, engaging in paired or shared reading experiences can enhance this connection. Creating opportunities to read together in a relaxed and intimate setting—whether snuggled on the couch or curled up in bed—makes reading feel special. This not only fosters a love for reading but also connects the activity to positive emotions and quality time spent together. By modelling positive reading habits and setting aside dedicated reading time each day, parents can help cultivate a lifelong passion for books in their children. USING TECHNOLOGY WISELY Excessive screen time can negatively impact children’s development, prompting many schools to limit mobile phone usage to create more focused learning environments. To balance screen time at home, families can implement "reading timeouts" that benefit both child and parent. While there are numerous reading apps and platforms that can make reading engaging, it’s important to choose those that offer personal learning pathways, allowing children to explore content beyond just reading. These apps can foster deeper engagement with reading material by connecting it to real-world situations and encouraging critical thinking. However, it’s essential to also incorporate non-screen reading to ensure children develop a well-rounded love for literature alongside their digital experiences. MAKING READING AN INTERACTIVE EXPERIENCE When fostering a love for reading, it's important to ensure that the experience is interactive. Encourage children to engage with books before diving into the text by taking time for ‘picture walks’, where they can flip through pages and explore the illustrations. This approach helps minimise distractions and prepares them for a more focused reading experience. Consider using the "5 W" principle—asking who, what, when, where, and why questions about the book—to spark discussion and curiosity. Before reading, ask children what they think the story might be about, and always include the follow-up question, "How do you know that?" This encourages them to articulate their thoughts and develops metacognition—thinking about their thinking—making the reading experience richer and more meaningful.