Grade 12 Results: Don’t settle for less if you didn’t perform at your best
As the Department of Basic Education prepares to release the Matric results of 2020 next week, many young people are nervously awaiting results, either knowing that they didn’t perform to the best of their ability, or with no idea of what to expect and what they would do if they didn’t do well. It is however important to know that there are various options available if things didn’t go as planned, and not worry about what came before, but rather focus on what actions can be taken going forward, an education expert says.
“At the beginning of each year, we set ourselves goals and enthusiastically make New Year’s resolutions. For a significant number of young people, this also means embarking on a new adventure, transitioning from the structured life of school to the exciting world of adulthood,” says Dr Jacques Mostert, Academic Manager for ADvTECH’s Abbotts College.
“This rite of passage usually goes along with making plans for further education and training. But what happens if things don’t go according to plan, and instead of going on to further study, you are faced with the reality that your Matric results were not good enough to start out on this new journey just yet?”
Mostert says the enthusiasm of looking towards a future filled with potential and promise can sometimes be dampened by Grade 12 results that are not as good as what were expected.
“Usually this results in a reshuffling of plans, a rush to come up with Plan B, or desperate calls to schools to enquire about re-marks or a second attempt to writing the exam. But these aren’t always the best approaches available and settling for second best need not be the way forward.”
Before making instant decisions about what to do if things didn’t go as planned, there are a few things that parents and young adults must consider, says Mostert: Embracing the power of “yet”; making a mind-set change from feeling helpless towards taking control, and embracing a growth mindset geared towards the future.
Embrace the power of “yet”
Dwelling on the past, and constantly going over the ‘what ifs’, can be debilitating, says Mostert.
“Notwithstanding the cliché of letting the past remain in the past, for a young adult with high expectations experiencing disappointment, letting bygones be bygones isn’t that easy. Accepting that a goal may not have been reached yet, and embracing the power of possibility, young people can develop a resilience that will inevitably become paramount in their personal and professional development.”
From hopeless to taking back control
The anxiety that goes hand in hand with making life-altering decisions without considering all the options is a considerable contributing factor of a sense of helplessness both parents and young adults experience, notes Mostert.
“Deciding to change course and settle for less should not be an option. We tend to believe that in the modern world of the fourth industrial revolution and omnipresent social media, there exists a set timeline to reach arbitrary milestones. The reality is that there is no set end date for reaching any goal. Young people should look past peer pressure, and take action to get back on track towards fulfilling their goals.”
Developing a growth mindset
Mostert says that no matter how attractive moving out of the house, embracing independence and forging a new future may seem, there are two inevitabilities of life, other than paying tax, every young adult must face.
The first is that change is ubiquitous and the second is that getting better never stops. Learning, especially in an ever-shrinking global market, never stops.
“Disruption isn’t always as negative as we may think at first. Taking a moment to consider all the options available and considering an alternative that at first did not look like an option often allows a person to embark on a pathway towards success.”
Mostert says apart from the usual avenues of rewrites and remarks young people might consider when receiving less than stellar results, they also have the option of redoing Matric or even just improving their subjects, to ensure they can still pursue their dreams, albeit a little bit later than initially planned.
“At Abbotts College High School, students can enrol part-time to upgrade their subjects, for instance. This approach provides students the chance to increase their marks and that enables them to meet their tertiary Admission Point Score (APS) in order to be accepted to study in the field of their dreams.”
He says while many students may not be keen to return to a school setting, institutions such as Abbotts College provide a different kind of environment which is more in line with a college campus, because the focus is on academic improvement, not rules and uniforms.
“We believe that every student is able to develop and achieve academic success, wherever it is that they start from. Improving subjects or redoing Matric in an environment that treats you like a young adult while still following a structured and organised routine, enables students to put the disappointment behind them and become increasingly independent as they manage themselves and their learning.
“Last year was an exceptionally difficult one for the Class of 2020, and for those whose results are not yet in a space which allows them to pursue their vision, our message is clear. If you take a little extra time now to invest in starting from a solid foundation, this temporary hurdle will soon be forgotten, as you embark on the path that you intended a few months down the line.”’
ADvTECH Updates
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It is undeniable that AI in education, even though still in relative infancy, has a multiplier effect on student outcomes. An overview of the substantial impact of individualised learning on student performance over the past few years, combined with an insight into daily advances in real life, has the potential to raise concern about the role of human educators in classrooms. Are teachers becoming obsolete? Not quite. While it is true that AI’s role is growing by the day, it is in fact not replacing teachers, but rather changing the role of teachers, an education expert says. “We have, over the past 3 years, seen a 20% improvement in student performance, with AI and individualised learning having become the order of the day,” says Desiree Hugo, Academic Head at ADvTECH Schools. AI in education isn’t a case of students having access to ChatGPT – it is a vastly more considered strategy leveraging proprietary tools and platforms. ADvTECH’s ADvLEARN Intelligent Tutoring System is a prime example, utilising AI to craft individualised learning paths that allow students to advance at their own speed. This system empowers data-guided instruction while fostering independent learning across various subjects. “Adaptive learning technologies leverage data-driven analysis to personalise educational content, pacing, and assessments based on each student's unique needs. These solutions, which include intelligent tutoring systems and learning management platforms, enable educators to tailor instruction efficiently without increasing their workload, when integrated effectively,” says Hugo. “For students, this creates a customised, engaging, and encouraging experience, whether they’re building core skills or exploring complex topics. For educators, it delivers real-time insights to refine teaching approaches, ensuring all students achieve progress.” AI systems are fast moving in the direction of students being able to learn completely independently, which then raises the question – what about the teachers? Will in-person schools still be a thing? Or will future learning consist of young people working alone, in front of their screens? “Adopting best international practices in AI implementation is critical to staying at the forefront of educational excellence. However, the narrative around AI in education must be clear: AI is a powerful tool to support, not replace, teachers,” says Hugo. “The human element in teaching, in particular empathy, creativity, and mentorship, remains irreplaceable, and AI’s role is to enhance these supportive opportunities, ensuring teachers remain central to the learning experience, while time-consuming repetitive tasks become the domain of AI.” The integration of AI into education really is a best-case scenario, allowing overworked teachers to get back to their unique strengths, Hugo says. WHY TEACHERS WILL REMAIN AN IMPORTANT PART OF THE EDUCATIONAL LANDSCAPE While AI excels at processing data and delivering personalised content, it lacks the human qualities that ensures an exceptional, holistic education. In the age of AI, the role of teachers will remain important in the following areas: Emotional connection and empathy - Learning is deeply human, driven by relationships. Teachers understand students’ emotional needs, motivate them through challenges, and celebrate their successes. No algorithm can replicate the encouragement of a teacher who notices a student’s potential or the trust built through years of mentorship. Fostering creativity and critical thinking - AI can provide information, but teachers guide students to question, innovate, and think critically. In a world increasingly shaped by AI, skills like ethical reasoning, collaboration, and creative problem-solving, nurtured by teachers, are essential. Curricula, like the IEB, IB and Cambridge systems, emphasize these skills, and ADvTECH’s commitment to global standards positions its teachers as key drivers of this development. Cultural and contextual nuance - South Africa’s diverse educational landscape requires teachers who understand local contexts, languages, and cultural dynamics. Teachers bridge the gap between AI and real-life context, ensuring learning is relevant and inclusive. “The fear that AI will replace teachers stems from a misunderstanding of its purpose, combined with the stunning realisation of its ability to improve student outcomes. But AI is not a substitute for human connection. Rather, it is a catalyst for unlocking teacher potential. It empowers teachers to do what they do best: inspire, guide, and transform lives. “Imagine a classroom where AI handles repetitive tasks, provides real-time student insights, and suggests tailored resources, while the teacher focuses on sparking debates, nurturing talents, and building confidence. This is the future that educational institutions must champion - a future where technology supports human excellence, not replaces it.”
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ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS AND ASSOCIATE OF 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 ADvTECH Prescribed Officers and an associate of a Prescribed Officer.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS, A DIRECTOR OF A MAJOR SUBSIDIARY, AND COMPANY SECRETARY: SHARE VESTING In compliance with the JSE Limited Listings Requirements, the following transactions relating to prescribed officers, director of a major subsidiary and company secretary dealings are hereby disclosed, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), regarding performance and retention shares that have vested after 3 years.
Community law clinics play a vital role in ensuring access to justice in South Africa, annually serving thousands of people who are unable to afford legal services and representation. In response to the overwhelming demand for these lifeline services, SA’s leading private higher education provider has been steadfastly expanding its footprint of law clinics across the country, culminating in the recent launch of a mega-clinic in Randburg. The IIE Varsity College’s Randburg Community Law Clinic is a game-changer for the community, says Soretha Venter, senior attorney and Director of the clinics in the region. “It’s our most ambitious effort yet to bridge the gap in access to justice, ensuring marginalised individuals can exercise their legal rights while equipping our students with real-world skills,” Venter says. “Law clinics like ours promote fairness, equality, the rule of law, and transform lives by providing essential legal services while empowering our students to become empathetic, skilled legal professionals dedicated to social justice.” Venter says community law clinics play a pivotal role in addressing the systemic barriers to justice faced by underserved populations, particularly in South Africa, where economic disparities often limit access to legal services for many vulnerable citizens. “These clinics provide free legal advice, mediation services, and representation in matters such as family disputes, housing issues, employment conflicts, and consumer rights, empowering individuals who cannot afford private attorneys. By bridging this gap, law clinics ensure fair and equitable treatment for all, uphold human rights, and promote social cohesion by providing avenues for resolving disputes and addressing grievances.” Beyond resolving individual cases, they foster social justice through community outreach, offering workshops and campaigns on critical issues like domestic violence and discrimination, which educate the public and enhance awareness of legal protections. “The benefits to communities extend beyond immediate legal solutions, creating a ripple effect of empowerment and social change. Law clinics not only resolve disputes but also build trust in the legal system by providing accessible, compassionate support. They advocate for systemic improvements, collaborating with nonprofits and government agencies to address broader societal challenges,” Venter says. For instance, initiatives like family law mediation and post-litigation support for clients, as planned by the IIE Varsity College Randburg mega-clinic, offer sustainable solutions for low-income families. By equipping communities with knowledge and resources, these clinics strengthen social cohesion and promote a culture of justice, ensuring lasting impact for individuals and society as a whole. In addition to providing communities with free legal representation and support, law clinics ensure that SA’s future legal practitioners receive a real-world, holistic education. This year, more than 120 final-year students from three campuses will gain hands-on experience at the Randburg clinic, under the supervision of experienced attorneys. Groups of around eight students at a time work Monday through Thursday, immersing themselves in consultations, legal drafting, research, and court visits. “Students are exposed to every facet of a real law firm. This practical training not only hones their skills in client interaction and case management but also instils a deep sense of social responsibility,” says Venter, adding that the clinic prepares students for South Africa’s unique legal landscape while fostering a commitment to pro bono work. The Randburg mega clinic boasts 3 attorneys’ offices, 4 candidate legal practitioner spaces, a boardroom with state of the art digital and online facilities and 4 consultation rooms. It currently has 2 full time attorneys, 2 candidate legal practitioners and a legal intern, and the team will be growing in months to come. Since its launch, it has received 105 applications, of which 43 are still active matters that are attended to on a daily basis. It is expected that these numbers will have doubled by the end of 2025. The Randburg mega-clinic builds on the success of IIE Varsity College’s earlier clinics established in Durban North (2022), Pretoria (April 2024), and Cape Town (July 2024). Another clinic is set to open in Nelson Mandela Bay in August 2025.
Monde Nkosi presents his latest episode of the Education Investment Podcast in video on YouTube and audio on Spotify, Apple and all major podcast platforms https://linktr.ee/educationinvestment?utm_source=linktree_admin_share In this episode, Leading a Schools and Higher Education Group with Geoff Whyte (CEO of ADvTECH Group), we explore leadership in a combined schools and higher education group serving more than 100,000 students across multiple countries including South Africa, Kenya, Botswana and Ethiopia. Geoff presents his investment and social impact case for ADvTECH and independent education. Geoff also shares some personal stories about his journey from growing up in Scotland; to living and working in multiple countries including England, Russia and the Netherlands; and moving to South Africa in the late 1990s.
02 June 2025: ADvTECH Group, Africa’s leading private education provider, is pleased to announce the launch of Rosebank International University College (RIUC) in Accra, Ghana. Registrations will open on 15 June 2025, ahead of the first academic semester which begins on 1 September 2025. This will be followed by a second enrolment cycle in February 2026. Situated in Accra’s prestigious Airport Residential Area, the RIUC campus will offer a wide range of high-demand qualifications, from doctoral programmes to diplomas. Fifteen qualifications have been accredited to date in fields including Business Administration, Digital Marketing, Information Technology, Service Management and Hospitality. The new RIUC campus builds on ADvTECH’s existing international presence in Kenya, Botswana, and Ethiopia, reinforcing its commitment to providing quality education across the African continent. “We are delighted to launch our highly successful Rosebank International brand in Ghana, expanding our tertiary education footprint outside South Africa for the first time. We look forward to delivering the superior academic outcomes and excellent student experiences we are known for in South Africa in Accra,” says ADvTECH Group CEO, Geoff Whyte. Students will benefit from a wide array of extracurricular activities and access to foundational academic, financial, digital literacy and psycho-social support programmes. The campus will also employ facial recognition access for enhanced security.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) RESULTS OF THE ANNUAL GENERAL MEETING In terms of section 3.95 of the JSE Listings Requirements, shareholders are hereby advised that at the Annual General Meeting (“AGM”) of shareholders of the Company held today, Wednesday 28 May 2025 all the proposed ordinary and special resolutions, as set out in the Notice of Annual General Meeting, were approved by the requisite majority of shareholders present or represented by proxy. Details of the results of voting at the annual general meeting are as follows:
