Recipe for success: ADvTECH Schools raise bar for academic excellence in SA

Double digit 2025 growth in both schools and tertiary divisions takes total enrolments above 100 000 students for the first time 24 March 2025: Commenting on the year ended 31 December 2024, ADvTECH CEO, Geoff Whyte said: “Healthy enrolment growth, moderate fee increases and a further improvement in margins contributed to ADvTECH delivering another strong set of results. In the year under review, we expanded operations in our home market and across the African continent whilst continuing to invest in superior technology to enhance teaching and learning.” “In the current year, we are also pleased to report double digit enrolment growth in both our schools and tertiary divisions and that our education business has broken through 100 000 students for the first time.” Group: Operational and financial performance · Revenue up 8% to R8 521 million (2023: R7 860 million) · Operating profit up 14% to R1 791 million (2023: R1 577 million) · Operating margin improved to 21.0% (2023: 20.1%) · Normalised earnings per share increased by 16% to 202.5 cents Group revenue grew by 8% to R8 521 million (2023: R7 860 million), driven by a 13% increase in the education division and an 8% contraction in the resourcing division. Group operating profit increased by 14% to R1 791 million (2023: R1 577 million) with the education division’s operating profit increasing by 15%. Whilst the resourcing division’s performance regressed, this had minimal impact on group profitability. Group operating margin improved to 21.0% (2023: 20.1%). Operating margin in the education division improved to 24.2% (2023: 23.8%) through the benefit of operating leverage and our continued drive for efficiency gains. This more than offset the additional costs incurred to strengthen our offering through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and enhanced student information systems. Normalised earnings for the year increased by 17% to R1 109 million (2023: R950 million) while normalised earnings per share increased by 16% to 202.5 cents (2023: 174.2 cents) per share. The strong cash generating capacity of the group is demonstrated by cash generated from operating activities increasing by 16% to R2 250 million (2023: R1 941 million). Capital expenditure of R982 million focused mainly on increasing capacity on existing sites to meet incremental demand (R328 million), the development of a new school (R64 million), acquiring new sites for future expansion (R238 million), procuring equipment to enrich the group’s teaching and learning through technology and enhancing business systems (R78 million) to facilitate efficiency improvements. The Board is pleased to declare a final gross dividend of 63.0 cents (2023: 57.0 cents) per ordinary share in respect of the year ended 31 December 2024. This brings the full year dividend to 101.0 (2023: 87.0) per share. Divisions: Operational and financial performance Schools South Africa · Good enrolment growth and strong financial performance Revenue increased by 11% to R3 120 million (2023: R2 810 million) with all brands having shown enrolment growth. This reflects the increasing appeal of ADvTECH’s strong portfolio of education brands as we continue to gain market share. Operating profit increased by 12% to R640 million (2023: R570 million) with operating margin improving to 20.5% (2023: 20.3%), benefitting from scale leverage. Academic performance improved across key metrics year-on-year. Our 2024 matric students achieved a 99.4% pass rate, 94.5% bachelor’s degree pass rate and 3 317 distinctions at an average of 2.1 distinctions per student. Strong enrolment growth at Pinnacle College Raslouw has necessitated the accelerated build out of the school, which is currently under way. A new Pinnacle College campus also opened in Ridgeview, Roodepoort, in January 2025. Schools in the rest of Africa · Growing the group’s footprint The group has expanded its footprint in Africa with the acquisition of Flipper International Schools (FIS) group in Addis Ababa, Ethiopia, adding five schools and over 3 000 students. The division now serves over 11 500 students across three countries. Our existing brands in the rest of Africa continued to experience strong enrolment growth which, together with the inclusion of the FIS group from November 2024, led to revenue increasing by 18% to R449 million (2023: R381 million). Operating profit increased by 28% to R146 million (2023: R114 million) and operating margin improved to 32.4% (2023: 30.0%). Construction of the next phase of the Crawford International School in Nairobi, Kenya, will commence in the second quarter of 2025. This is in response to continued strong demand driven by their market leading offering. Our higher priced Makini Cambridge International Curriculum continues to experience strong demand, with parents increasingly choosing it over the Kenyan national syllabus. This is having a positive impact on the overall financial performance of the schools. Gaborone International School in Gaborone, Botswana, continues to perform well and deliver good academic results. The development to increase their capacity to 3 300 students and to refurbish the pre-primary school has been completed. Tertiary/University division · Growing demand for the group’s well-established brand portfolio Revenue increased by 14% to R3 401 million (2023: R2 988 million) and operating profit increased by 15% to R903 million (2023: R787 million). Operating margin increased to 26.6% (2023: 26.3%) benefitting from operating leverage and efficiency gains, partially offset by investments to strengthen our brand propositions. Our tertiary division continues to perform well and to grow on the back of a well-established brand portfolio that offers a comprehensive and expanding range of programmes and qualifications. In line with our strategy, the division is also achieving strong enrolment growth in its distance offering. Our throughput rates improved to 80% (2023: 78%) and on-time graduation completion rates were more than double that of public universities. The expansion of our Rosebank College sites in Braamfontein and Polokwane is currently under way. A new purpose-built campus has also been completed for Vega Pretoria adjacent to Varsity College. During the year, we acquired a 47 000m 2 property off Grayston Drive in Sandton. This is being developed into a brand-new campus with initial capacity for 9 000 students. This acquisition is in line with our intention to become a fully-fledged university. Varsity College Sandton and Vega Bordeaux will relocate to the site in time for the 2026 academic year. Rosebank College will launch its first international tertiary institution in Accra, Ghana, in September 2025. Resourcing division · Improved profit and operating margin in rest of Africa A lower number of placements, due to the challenging economic environment, led to revenue and operating profit declining in South Africa. In the rest of Africa, the replacement of low margin contracts with higher margin contracts led to a decline in revenue but an improvement in operating profit and margin.  Prospects ADvTECH’s intent is to lead in every market segment in which we choose to operate and to become the employer of choice in the resourcing and education sectors. The group is uniquely positioned to enrich people’s lives through being the leader in teaching and learning across the African continent. “ADvTECH’s sound balance sheet, strong cash generation, growing scale and expertise in Africa and our unrelenting focus on extending competitive advantage, position us well to maintain our growth trajectory and invest with confidence in areas of opportunity,” concluded Whyte.

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ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) JSE code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the group”) TRADING STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2024 The board hereby advises on its expectations of the financial results for the year ended 31 December 2024. The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results. Basic NEPS, Basic headline earnings per share (“HEPS”) and Basic earnings per share ("EPS") for the year ended 31 December 2024 are expected to be between 13% and 18% higher than the comparative reporting period for the year ended 31 December 2023 ("the comparative period") or between 196.8 and 205.8 cents per share as compared to NEPS and HEPS of 174.2 cents per share and EPS of 174.4 cents per share comparative period. We are pleased with enrolments for 2025 for both the schools and tertiary divisions that are tracking in line with targets and continuing their trend of good growth. The financial information on which this trading update is based has not been reviewed or audited by the group’s external auditors. ADvTECH expects to release results for the year ended 31 December 2024 on the JSE’s Stock Exchange News Service on or about Monday, 24 March 2025.  13 March 2025 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited

Key fields that are non-negotiables to prepare students in an unpredictable landscape The landscape of Information and Communications Technology (ICT) in higher education is rapidly evolving. With the advent of new technologies, changing job market demands, and the increasing importance of digital literacy across all sectors, public universities and private institutions in South Africa must rethink their approaches to ensure they adequately prepare graduates for the future, an education expert says. “It is important to explore the essential future-focused areas that should be prioritised in ICT higher education while acknowledging the traditional aspects that remain crucial for a well-rounded education,” says Natasha Madhav, Senior Head of Programme: ICT at The Independent Institute of Education , SA’s leading private higher education provider. Madhav says one of the most significant trends shaping the future of ICT is the rise of Artificial Intelligence (AI) and Machine Learning (ML) . “Educational programmes must incorporate these technologies into their curricula, providing students with the knowledge and skills necessary to leverage AI and ML in real-world applications. This includes not only theoretical understanding, but also hands-on experience with tools and platforms used in the industry.” Cybersecurity and data privacy is another key focus area that should not be overlooked, says Madhav. “With the increasing reliance on digital technologies comes the heightened risk of cyber threats and data breaches. As a result, cybersecurity education is critical. ICT programmes should emphasise the principles of secure coding, ethical hacking, and data protection measures. Furthermore, understanding legal and regulatory frameworks related to data privacy is essential for preparing students for careers in this vital field.” Madhav says cloud computing has also revolutionised the way businesses operate, and knowledge of cloud infrastructure and services is now a prerequisite for many ICT roles. “Higher education institutions must include cloud computing in their curricula, teaching students about cloud architecture, deployment, and management. Additionally, integrating DevOps practices into ICT education fosters collaboration between development and operations teams, enabling graduates to excel in dynamic work environments. Also, the ability to analyse and interpret large volumes of data is increasingly important in decision-making across industries. ICT education should incorporate data analytics into its programmes, teaching students how to use data visualisation tools, statistical analysis, and predictive modelling techniques. This will equip graduates with the skills needed to turn data into actionable insights, a valuable asset in today’s data-driven world. The proliferation of Internet of Things (IoT) devices is also creating new opportunities and challenges for ICT professionals, Madhav says. “Education programmes must address the complexities of IoT, including sensor technology, network design, and data management. Students should gain hands-on experience with IoT applications, preparing them for roles in smart cities, healthcare, and other sectors where IoT is transforming operations.” Madhav says however that while a focus on the future is very important in staying relevant, maintaining traditional educational values is equally important. While embracing these future-focused areas, ICT higher education must also retain traditional aspects that are foundational to effective learning. These include: A strong grounding in computer science fundamentals. Topics such as algorithms, data structures, and programming languages form the bedrock of ICT education. Students should have a deep understanding of these principles to adapt to new technologies and methodologies as they emerge.” Critical thinking and problem-solving skills also remain a core competency for ICT professionals. Higher education should cultivate these skills through project-based learning, case studies, and collaborative assignments. By engaging in real-world challenges, students develop the capacity to analyse problems, devise solutions, and implement them effectively. Ethics and social responsibility are more important than ever as technology continues to impact society, and it is vital for ICT programmes to address these. Educating students about the ethical implications of technology, data usage, and the digital divide encourages them to be conscientious professionals who prioritise the well-being of society in their work. And in an increasingly interconnected world, effective communication and collaboration skills are essential. ICT graduates must be able to convey complex technical concepts to diverse audiences and work collaboratively across disciplines. Higher education should incorporate group projects, presentations, and interdisciplinary courses to enhance these skills. “A holistic approach to ICT education is important because it equips graduates with not only technical skills but also the critical thinking, ethical awareness, and communication abilities necessary to navigate and impact the complex and rapidly evolving digital landscape effectively,” says Madhav. “The future of ICT in higher education lies in striking a balance between embracing innovation and retaining traditional educational values. By focusing on emerging technologies while also emphasising foundational principles, educational institutions can prepare graduates to thrive in a rapidly changing and highly unpredictable landscape.”

Africa’s leading private education group, JSE-listed ADvTECH, has launched South Africa’s first dedicated Centre of Teaching and Learning Excellence, focused on driving excellence across all educational phases in the country. The centre will be the first of its kind, centralising continuous professional development training across both schools and tertiary phases. Named SIRIUS (after the brightest star in the sky), the centre will be a dynamic learning space, dedicated to facilitating relevant micro-courses and workshops to enhance teaching practices and promote the continuous professional development of the group’s teachers, lecturers, research and supervisors across its 119 schools and 33 tertiary campuses. “SIRIUS will serve as the central hub for educational excellence. ADvTECH teaching and academic staff will be provided with the innovative resources, support, and professional development opportunities, both online and in-person, that they need to consistently excel and drive student growth and performance,” says Desiree Hugo, SIRIUS Schools Head. “SIRIUS will be a dynamic learning space which will focus on specific areas of practice to support and improve student learning and results, as great teaching can be learned,” she says. SIRIUS will therefore play a key role in supporting educators in schools and tertiary to deliver on the academic excellence promise of ADvTECH. Hugo says the center will support ADvTECH’s academic leadership positioning by: Implementing tools for teaching and learning innovation aligned to global benchmarks; Driving continuous development of teaching and academic practices that will attract and retain top teachers and academics (lecturers, researchers and supervisors); Leveraging research projects to inform and operationalise internal best practices, and Capacitating teaching and learning skills for improved student academic outcomes. SIRIUS modes of delivery will include in-person training at the SIRIUS Hub, online real-time facilitation, and curated online resources for independent self-study. “We are very excited about the development of our dedicated teaching studio in Sandton, which is specifically designed to facilitate the teaching of 21st century pedagogies,” says Hugo. The studio will facilitate in-person learning of up to 60 delegates at a time, in a relaxed atmosphere with modern and inspiring spaces equipped with flexible furnishing and cutting-edge technology. It will include inclusive and functional features, such as a coffee bar, collaboration spaces, and resource centre, as well as a dynamic teaching space that can be adapted to accommodate the various educational phases. SIRIUS Tertiary Head, Dr Gill Mooney, says the center will ensure that ADvTECH has a strong and sustainable pipeline of excellent teaching and learning professionals to support the group's growth imperative, to further solidify its sector leadership position now and into the future. “By centralising and leveraging skilled and scarce teaching and learning resources, we will be able to further drive excellent academic performance, as well as attract and retain top talent for both our schools and tertiary division, given the extent and accessibility of developmental opportunities. We like to call this empathic empowerment, where all our academics and teachers have the opportunity to shine,” she says.

ADvTECH LIMITED (Incorporated in the Republic of South Africa) (Registration number: 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) BOARD CHANGES: RESIGNATION AND APPOINTMENT In accordance with paragraph 3.59 of the JSE Limited Listings Requirements, shareholders are hereby advised of the following changes made to the composition of the ADvTECH Board of Directors (“ADvTECH Board”) and its committees: Mr. Monde Nkosi (‘Monde’), a non-executive director and member of the Investment, Nominations and Remuneration Committees will resign from the ADvTECH Board, effective 28th February 2025. Monde, who is an Investment Director at Value Capital Partners, joined the ADvTECH Board in 2021 and has made a valuable contribution during a period in which ADvTECH has grown its footprint, delivered substantial returns to shareholders and expanded its positive social impact. The Board extends their sincere appreciation to Monde for his commitment and valued contribution during his tenure as a non-executive director and wishes him well in his future endeavours. Mr. Daniel Smith (‘Dan’), who currently serves as an alternate director to Monde, will be appointed to the ADvTECH Board as a non-executive director, and a member of the Investment, Nominations and Remuneration Committees, effective 28th February 2025. Dan has over 20 years’ experience in investment banking in South Africa and internationally across multiple industries. Dan currently holds the position of Group Chief Financial Officer at Lesaka Technologies Inc., a NASDAQ- and JSE-listed fintech group.  The Board congratulates Dan on his new role and looks forward to his continued contributions. 3 February 2025 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited

This year’s International Day of Education (Friday 24 January) spotlights the theme AI and education: Preserving human agency in a world of automation. The day emphasises the transformative power of education in fostering social impact through personalised digital learning, says Desiree Hugo: Academic Head at ADvTECH Schools, Africa’s leading private education provider. As artificial intelligence reshapes educational landscapes, retaining the best practices of the past, combined with personalised digital learning, becomes essential in addressing diverse student needs, she says. “Given this context, it is imperative that educational institutions invest in educators' professional development, to equip teachers with the skills necessary to integrate AI tools effectively, to enhance individualised learning experiences. Personalised learning not only tailors educational content to suit each student's pace and style, but also encourages critical thinking and creativity.” This approach empowers teachers and students to navigate technological advancements while retaining their autonomy and agency. Hugo says in line with international best practice, the ADvTECH Group continues to invest in the delivery of superior technology and enhanced teaching and learning, thereby providing the roadmap for the development of future-focused education on the African continent. “We encourage all educational institutions, as we celebrate 2025’s International Day of Education, to also seek to elevate teaching practices, create and integrate systems to improve learning outcomes, and create and optimise academic support systems. “Let us reaffirm our commitment to harnessing education as a force for social good, ensuring equitable access to quality learning opportunities that prepare students for a rapidly evolving world.”

Following the release of the 2024 Matric results this week, countless students are in a position where they can – or are forced to – reconsider their plans for 2025. For those who did better than expected, new doors will have opened. For others, their initial study plans may need to be reviewed due to their marks not fulfilling the requirements of their chosen qualification. Regardless of an individual’s position, it’s important to know how to move forward, an education expert says. “In the wake of receiving their results, it is important for all Matrics from the Class of 2024 to pause and consider the way forward. Even if your results don’t impact your initial plans, it is still advisable to make sure you know you are on the right path,” says Peter Kriel, General Manager at The Independent Institute of Education , SA’s leading private higher education provider. SCENARIO 1: YOU DID BETTER THAN EXPECTED Kriel says the first thing to do if you did better than expected is to enjoy the moment and celebrate your success. “Take pride in your achievement and recognise the hard work and dedication you put in. In preparation for future successes it is also important to reflect on your methods: Think about what strategies worked for you. Did you follow a study schedule? Did you use specific study techniques? Understanding what contributed to your success can help you in future endeavours,” he says. Then consider your options and plan your next steps. If you have a better than expected endorsement on the National Senior Certificate, you may want to reconsider your initial plans. “If you applied to a higher education institution to study in 2025, contact them immediately and find out if there is space available in a programme that you would rather follow but did not previously qualify for. “Alternatively, explore other options to check for available space. In South Africa, public universities and private higher education providers must all register as higher education providers and the qualifications they offer are all subject to a unitary form of accreditation. This means that there may be a world of options now open to you, which you may not even have been aware of.” SCENARIO 2: YOU DIDN’T DO AS WELL AS EXPECTED Kriel says it is very important to stay positive and not panic. Performing below par is a temporary hurdle, not the end of the road. “It’s natural to feel disappointed, but remember that one set of results does not define your future. Reflect on what happened and understand where things went wrong. Was it a lack of preparation, anxiety, or difficulty with certain topics? Identifying the problem is the first step to improvement going forward,” he says. If your poorer performance didn’t impact your National Senior Certificate endorsement you are probably also set to go. Your reflection on what went wrong is now more important than ever to ensure that you don’t make the same mistakes going forward. However, if you applied to study next year and you now no longer qualify to follow this route, you have to act quickly to plan how you will get to where you planned to be in the first place. “Remember, all doors are not closed – you may just need to follow a different route. One really good option is to enrol for a Higher Certificate at a reputable registered and accredited higher education institution. The advantage of doing this is that once you have successfully completed the Higher Certificate, you will be able to continue with degree studies in your chosen discipline.” It is important to keep in mind that both successes and failures are part of the learning process, Kriel says. “Use them as opportunities to build resilient adaptability and develop a growth mindset by believing in your ability to grow and improve. A growth mindset can turn challenges into opportunities for learning and development. “Your final school exam results are an important milestone, but they are just one part of your academic journey. Whether you did better or worse than expected, there are always steps you can take to continue growing and improving. Celebrate your achievements, learn from your experiences, and stay focused on your future goals. Remember, with determination and the right mindset, you can overcome any challenge and achieve your dreams.”