School change: how to determine if moving on is right for your child
School choice is not a straightforward ticking-of-the-boxes exercise. As all parents know, there are many factors that influence the decision-making process. Even when exhaustive investigations have been done, questions may still remain whether the right choice was made.
At this time of year, following the mid-term exams, and looking forward to a new school year, parents may be considering moving schools due to various factors – academic, social and emotional. The decision to move schools is a significant one that can come with major upsides but also unforeseen downsides, and therefore warrants careful consideration.
Education experts from ADvTECH Schools say that while moving schools is a hard call to make, there are ways to determine whether a child’s current school is the best fit for them, or whether they will be best served in a new or different environment.
Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside, says there are a few factors to take into consideration when assessing if a school is a good match. They include the questions of:
- Progress or Regresses: If your child is no longer making progress or is regressing despite the support in place, it may indicate that the current environment is not meeting their needs.
- Emotional Distress: If your child exhibits consistent emotional distress, anxiety, or behavioural issues that seem exacerbated by the school setting, this might be a sign that the environment is not conducive to their well-being.
- Lack of Adequate Resources: If the school is unable to provide the necessary resources, therapies, or accommodations that your child needs to thrive, it might be time to explore other options.
- Mismatch in Educational Philosophy: If the school’s approach to education and support structures does not align with your child’s learning style or needs, it could be beneficial to seek a school with a more tailored approach.
“The ideal environment varies based on the child’s specific challenges; for example a child with learning difficulties might need a more specialised setting, which offers individualised learning plans, smaller class sizes, and dedicated support staff,” she says.
Sutherland says when considering alternative options, parents should:
- Visit Schools: Schedule visits to potential schools to observe the environment, meet the staff, and see how the school operates on a day-to-day basis.
- Speak to the Principal: Have an in-depth conversation with the principal or head of the learning support team. Discuss your child’s specific needs and how the school can meet them.
- Assessments: Arrange for your child to be assessed by an educational psychologist or a specialist to gain a clear understanding of their needs and the type of environment that would best support their development.
- Talk to Other Parents: Connect with parents who have children with similar challenges to hear their experiences with different schools.
“Trusting your instincts as a parent is important. If you feel that your child’s current school is not meeting their needs, exploring other options may be the best decision for your child’s long-term success and happiness. How your child responds to school (happy or anxious) is a good determiner of how your child copes at school. Academic success is very much connected to emotional well-being, especially for children who require additional support.”
Marion Kohler, Principal at Abbotts JHB South, says there are a number of reasons as to why a school does not work out for student.
“It could be for emotional reasons, where the child is not making friends, or there has been social isolation. Academic progress could also be a factor, where the child feels they are not getting the necessary support from the teachers or school, or that their subject offering is not aligned with future goals.
“However, it is important to differentiate between typical challenges that can be overcome with time and support, and those that are perhaps just an incompatibility with the school environment. If the issues persist despite efforts to address them, it may be time to consider a change. A school cannot be everything to everybody.”
Kohler says when considering changing schools, it is important to look at the specific needs of a child when looking for a good fit for children with specific challenges.
“Most good schools will offer support for children with barriers to learning, in the form of concessions for exams and tests. There are also more niche schools that are very accommodating of children with mild autism, ADHD, learning barriers such as slow processing speeds, dyslexia, dyscalculia and those with mental health challenges.
“If a child has neurodiverse challenges that are more severe than those mentioned, a school with a stronger support system, such as specialized education services and teachers trained in differentiated instruction for these types of students would be a better fit.”
When investigating alternative options, word of mouth from current parents in a school would be wise, and definitely a visit to the school with an appointment to see the principal could support the decision to change schools.
“Obviously, proximity to home, affordability and fit are important factors to consider. Thereafter, schedule an appointment with the principal and a tour of the school. One gets a ‘feel’ of the culture and climate of the school, what their offerings are and whether you think your child would settle in the environment,” says Kohler.
When contemplating changing schools it is important to weigh up the concerns against potential opportunities, she says.
“If the concerns are ongoing and are affecting a child emotionally, such as bullying, or a general anxiety, perhaps an online school or a school with fewer students may be a better fit.
“However there is also value in remaining in the same school, as it allows students to build deeper relationships with peers and teachers and to develop coping mechanisms including grit, emotional regulation, resilience, perseverance and a growth mindset.”
ADvTECH Updates
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH”) APPOINTMENT OF LEAD INDEPENDENT DIRECTOR (“LID”) In compliance with the JSE Listings Requirements, shareholders are advised of the following changes to the important function of a director. Harvey Christophers (“Harvey”), currently an independent non-executive director and member of the Audit and Risk, Investment and Remuneration Committees, has been appointment as Lead Independent Director with effect from 27 November 2025. Harvey will also being taking over the role of Chairperson of the Audit and Risk Committee, effective 1 January 2026, following the retirement of Keith Warburton as published on SENS, 8 April 2025. 28 November 2025 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
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 of the Company.
SIRIUS teaching and learning centre provides a blueprint for successful upskilling of educators Technological advancements in education have made continuous professional development of teachers more crucial than ever. With the rise of artificial intelligence, shifting pedagogical approaches, and increasingly diverse classroom needs, educators must be equipped not only with subject knowledge but also with the tools and strategies to foster meaningful learning experiences. Simply put, all the tech in the world won’t make a meaningful impact if teachers are not empowered to use the available tools – such as ADvLEARN and MAP, which act as teacher assistants - effectively. “Teachers are lifelong learners. Their role extends far beyond delivering content, it’s about ensuring students truly understand and engage with what they’re learning. When students struggle, effective teachers ask: What can I do differently to help them succeed? This mindset underscores the importance of ongoing professional development,” says Darren Purdon, Academic Project Manager at JSE-listed ADvTECH, Africa’s leading private education provider. Professional development opportunities allow teachers to stay current with educational trends, refine their teaching practices, and collaborate with peers. Sharing best practices within and across schools creates a culture of growth and innovation, ultimately benefiting student outcomes, he says. “It is important to understand that great teaching can be learned. However for this to happen, institutions must create spaces where educators can access curated resources, attend workshops, and engage in meaningful dialogue about teaching and learning.” Purdon says ADvTECH’s commitment to the continuous professional development of its academics and teachers, has led to the development of SIRIUS, a unique teaching and learning centre that now forms a central part of the private education group’s employee value proposition. “While developed within ADvTECH, the approach of SIRIUS reflects a broader commitment to educational excellence. SIRIUS offers short courses, online sessions, podcasts, and curated materials designed to support teachers and lecturers in their professional journey. “And with more than 6 088 educators actively using the platform, having completed more than 13 200 courses since the centre’s launch in March, it’s clear that teachers value accessible, relevant, and practical development opportunities.” Purdon says SIRIUS also serves as a central hub for tracking professional growth, enabling educators to earn badges upon course completion and contributing to formal skills development reporting. “Its structure, offering in-person facilitation, real-time online sessions, and self-paced learning, ensures flexibility and inclusivity,” Purdon says. “Additionally, ADvTECH has ensured that the centre’s goals align with global benchmarks: fostering innovation in teaching, and using research to inform best practices. By focusing on specific areas of teaching, educators can directly impact student learning and achievement.” In a world where change is constant, investing in teacher development isn’t optional, it’s essential. Whether through institutional platforms like SIRIUS or broader collaborative efforts, empowering educators means empowering students. And that’s a future worth building, says Purdon.
Choosing the right academic path for your child is one of the most important decisions you will ever make, and parents torn between IEB CAPS and Cambridge International often do not know what they need to consider before making the call. Both of them are two strong, well-regarded curricula offering unique benefits and structures, however deciding which one is the best fit for your child is not a straightforward consideration. “Each track has unique characteristics which need to be matched to a child’s strengths, learning style, and long-term goals,” says Colin Northmore, Executive Head at ADvTECH’s Evolve Online School. Northmore, who is in a unique position to offer unbiased insights into the benefits and challenges of both paths, as Evolve offers both the Cambridge International and the IEB CAPS curricula, says parents should take heed of the below factors and considerations when determining which curriculum is best suited to their child: LOCAL VS GLOBAL If you are looking at IEB CAPS, you are looking at a proudly South African curriculum. It is overseen by the Independent Examinations Board (IEB) and based on the CAPS framework - the Curriculum and Assessment Policy Statement. It is built with South African learners and contexts in mind. On the other hand, Cambridge International is a British-born curriculum developed by the University of Cambridge. It is offered in across 160 countries and is widely accepted by universities worldwide, from the UK and USA to South Africa, Australia, and beyond. CONTENT AND METHOD The IEB CAPS curriculum offers a broad and consistent subject range, with learning that is often more teacher-led and structured. Everything is outlined by national policy, meaning learners are typically working through the same topics at the same pace across the country. Cambridge, in contrast, allows for greater subject choice and flexibility, especially from the IGCSE stage (around Grade 10). It encourages students to think critically, research independently, and take ownership of their learning. It is ideal for learners who enjoy diving deep into topics and working with autonomy. ASSESSMENTS Assessment styles are where the two curricula diverge substantially. IEB CAPS strongly emphasises continuous assessment, things like projects, practicals, orals, and classwork all count toward the final result. It is a more “all-year-round” picture of how your child is doing. Final matric marks are what universities look at when deciding on admissions in South Africa. Cambridge leans heavily into formal exams, especially in the IGCSE, AS, and A Level years. These exams are set and marked externally and follow an international standard. While there are internal assessments in some subjects, exam success is key. The exams are typically written in phases: IGCSE around Grade 11, AS Levels in Grade 12, and A Levels in Grade 13. CURRICULUM FIT Determining which curriculum best suits your child will, to a great degree, depend on their personality and learning style. IEB CAPS tends to suit students who do well in a structured and guided environment, with steady support and a clear path forward. If your child aims to study in South Africa, this is a solid, widely recognised choice. Cambridge International works well for independent, inquisitive learners who flourish when critical thinking is called for. It is also the ideal curriculum if your child is considering studying abroad or wants to develop globally transferable skills. COST AND ACCESSIBILITY IEB CAPS is generally more affordable than Cambridge International, especially in South African private schools. Being locally developed, it also aligns well with existing public infrastructure, making it more accessible to a broader range of families. In contrast, Cambridge schools may have higher tuition fees due to international accreditation, additional examination fees, and the extended Grade 13 (A-Level) year. TEXTBOOK AND RESOURCE AVAILABILITY IEB CAPS textbooks and teaching materials are widely available through local publishers and bookstores, often at a lower cost. Resources are tailored to South African contexts and align directly with CAPS topics. While high-quality and globally relevant, Cambridge resources can be more expensive and harder to source locally, especially in print. However, digital resources and international publishers offer increasing accessibility. AVAILABILITY OF SCHOOLS IEB CAPS is widely implemented across South African independent schools and recognised by the South African Council for Quality Assurance in General and Further Education and Training (Umalusi). While growing in popularity, Cambridge International is offered in fewer schools nationally. That said, the number of registered Cambridge schools and online learning providers is increasing rapidly across South Africa and the continent. With this rapid increase, parents should however be warned to ensure that their school is well equipped to teach the curriculum and provide the logistical and other support required to be successful. SUPPORT FOR SPECIAL EDUCATIONAL NEEDS IEB CAPS offers structured support through assessment, accommodations, and the involvement of educational psychologists, particularly for learners with documented barriers to learning. Cambridge International also provides support mechanisms, including access arrangements and modified papers for learners with special educational needs. However, implementation depends significantly on the school’s policies and capacity to support diverse learning needs. UNIVERSITY CONSIDERATIONS Both curricula open doors, but in different ways. IEB results are used to calculate the APS scores required for South African university applications. Cambridge qualifications, particularly AS and A Levels, are accepted locally and internationally, including at top universities in the UK, USA, Europe, and South Africa. For global opportunities, Cambridge provides a more familiar format to international admissions offices. “When considering which curriculum to choose for your child, there is no right or wrong answer. However it is important to consider learning style, future aspirations and the level of support a student might need. Whether aiming for local strength or global reach, IEB CAPS and Cambridge International both offer robust academic preparation, so the key is finding the fit that empowers your child to thrive,” 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 of the Company.
JSE-listed ADvTECH welcomes the long overdue gazetting of the Policy for the Recognition of South African Higher Education Institutional Types (Government Gazette No. 53515, 17 October 2025). “This development is an important next step to ensure private higher education institutions can rightfully be designated as universities alongside their peers in the public sector,” commented ADvTECH CEO Geoff Whyte. The Department of Higher Education and Training (DHET) has indicated that draft regulations pertaining to the application process, timelines and specifics of criteria will be released for public comment within the next three to six months. “As soon as it is possible, ADvTECH will apply separately for university status for both its Rosebank International and Emeris brands,” concluded Whyte.
Article by Dr Linda Meyer By educating more young people, South Africa can enhance its human capital, drive innovation and bolster its position as a regional knowledge hub. Yet, this potential remains largely untapped: hundreds of thousands of qualified South African youth are barred from higher education each year due to financial and capacity constraints. The National Student Financial Aid Scheme (NSFAS), intended as a crucial support for disadvantaged students, is itself ensnared in administrative chaos. Simultaneously, public universities can accommodate only a fraction of the demand. This article explores the pressing need to unblock the NSFAS funding pipeline, the structural pressures underpinning the access gap, the policy and political failures perpetuating the status quo, and evidence-based solutions to sustainably expand higher education access. Massification has arrived South Africa is experiencing a surging demand for higher education that far outstrips the capacity of its public universities. Each year, the number of school-leavers achieving a bachelor pass in the National Senior Certificate exam has been growing. In 2024 alone, roughly 337,000 matriculants earned bachelor-pass marks, qualifying them for university studies. This reflects a broader trend of massification – as the country’s youth population grows and more families see university as the gateway to the knowledge economy, higher education has shifted from an elite pursuit to a mass aspiration. Yet public universities can only enrol about 200,000 to 210,000 new undergraduate students a year. Government enrolment plans, limited infrastructure, and funding constraints have effectively capped first-year intake at this level, year after year. The result is a gaping chasm between demand and supply. In 2024, approximately 127,000 qualified students had no seats at public universities. Each year, well over 100,000 capable young people are, thus, left on the sidelines – a “persistent pool of qualified but unplaced students” with dashed hopes. This unmet demand has several immediate consequences. Firstly, it has given rise to a parallel private higher education sector that is rapidly expanding to absorb those shut out of public universities. Private institutions now enrol over 20% of all higher education students in South Africa and have nearly tripled their numbers since 2010. Major private providers – from multinational college networks to specialised institutes – are growing at 6%-7% annually, far outpacing the stagnant public sector. This growth underscores the extent of latent demand beyond the public universities’ cap. Secondly, pressure is spilling over to other parts of the post-school system. Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) programmes are facing rising enrolment requests as alternative pathways for those who cannot secure university places. However, these sectors have their own capacity and quality constraints and have not been scaled up sufficiently to absorb the overflow. Policymakers thus face an acute dilemma: how to expand access for a growing youth population without overwhelming the system. The tension between widening participation and maintaining educational quality and financial sustainability is palpable. For the past decade, the de facto approach has been to ration limited public university seats while offering NSFAS bursaries to a subset of students, a strategy now buckling under the dual crises of insufficient seats and inadequate funding. The Access Gap Several structural forces are intensifying South Africa’s higher education squeeze. Demographic trends are a fundamental driver: improved access to schooling has produced larger cohorts of matriculants eligible for tertiary study each year. Over 705,000 students sat the matriculation exam in 2024, with more than 615,000 passing – an 87% pass rate. Compounding this is regional migration. South Africa attracts students from neighbouring countries in the Southern African Development Community, or SADC, region, as political and economic instability in countries like Zimbabwe and Namibia drives many youth to seek education opportunities in South Africa. Economic inequality within the country is another structural factor. Extreme income disparities mean that many university-eligible students cannot afford higher education without financial aid; more than 556,000 candidates in the matric class of 2024 were beneficiaries of social grants. Public funding limits form a hard ceiling on expansion, as higher education must compete with other pressing public needs amid slow economic growth, international pressure from the likes of the United States, and high debt-to-GDP ratios. Fixing NSFAS NSFAS was conceived as a lifeline for students from low-income families, but it has become a bottleneck stifling the system. Chronic administrative failures have led to repeated delays in disbursing student allowances, often leaving students stranded without food or accommodation and sparking protests that disrupt the academic calendar. NSFAS disclosed to parliament that, in 2025, it is oversubscribed by ZAR10.6 billion (about US$606 million) for university education. These operational breakdowns are exacerbated by weak governance and frequent leadership changes, undermining ongoing improvement. Consequently, the scheme intended to widen access has become a source of instability on campuses. Financially, NSFAS is unsustainable. The scheme now consumes nearly 36% of the entire higher education budget – about ZAR50 billion annually – yet still fails to meet student funding needs. Its funding allocation has grown explosively (from ZAR48.7 billion in 2025 to a projected ZAR53.4 billion by 2027) without evidence of improved efficiency. Despite this massive expenditure, NSFAS cannot cover all eligible students: more than 615,000 learners qualified for higher education in 2024, but many went unfunded. Those most affected are the very students NSFAS is meant to help – youths from working-class and poor households, who are disproportionately harmed by delayed or denied funding. NSFAS’s loan book is plagued by rising debt and negligible recovery from graduates, indicating that the current model, essentially a grant for most recipients, is fiscally broken. Governance scandals compound these issues. Persistent allegations of corruption, irregular tenders and maladministration have eroded public trust. Oversight is feeble: NSFAS has struggled to effectively monitor the private service providers tasked with disbursing student living allowances, leading to funds going missing or being paid late. The systemic consequences are dire. The failure of this state-led funding model is undermining confidence in the government’s ability to deliver on its education rights commitments. It also exacerbates inequality (only students with other means or exceptional persistence can survive the funding shortfalls) and fuels instability as frustrated, debt-burdened youth take to the streets – as is the case at the University of Fort Hare. Moreover, NSFAS’ failures push thousands of unfunded students towards private colleges or the labour market, highlighting the fragility of the public system and shifting the burden to families or private institutions. In short, fixing NSFAS is a first-order priority: without a functional student aid system, expanding access will remain an empty promise. Growth in private providers The rapid expansion of South Africa’s private higher education sector represents one of the most profound shifts in the country’s post-school landscape since the dawn of democracy. In less than two decades, private higher education institutions (PHEIs) have evolved from niche providers serving a small professional market into a substantial and growing component of the national higher education system. Whether the Department of Higher Education and Training (DHET) embraces it or not, private higher education is now an indispensable part of the larger ecosystem, absorbing unmet demand, diversifying access pathways, and increasingly shaping national skills. The empirical evidence is striking. Between 2010 and 2023, PHEI enrolments almost tripled – from 90,767 to 286,454 students – reflecting an annual growth rate of around 6%-7%, compared to the public university system’s near stagnation in total enrolments, which have plateaued at roughly 1.07 million since 2017. At this pace, and, assuming modest public institution expansion, projections show that private higher education could surpass the public university system in total enrolments between 2045 and 2049. These figures challenge the long-held assumption that higher education is, and must remain, predominantly a public endeavour. Instead, they reveal a structural rebalancing of the system. It is into this vacuum that private institutions have stepped, often more agilely and responsively than their public counterparts.
Setting new benchmark in African Higher Education
Students from ADvTECH’s Maragon Mooikloof showcased impressive scientific talent at the 2025 Northern Gauteng Senior Science Expo, earning multiple medals and reaffirming The ADvTECH Advantage of consistent, superior academic outcomes. Held on 19–20 September 2025, the Expo brought together some of the region’s most promising young scientists, engineers, and innovators. Competing against top-performing schools from across Northern Gauteng, Maragon Mooikloof learners impressed judges with their creativity, analytical thinking, and practical application of scientific principles standing out as some of the event’s top achievers. Outstanding Achievements for Maragon Mooikloof Students The school’s students demonstrated exceptional ability across several categories, earning both silver and bronze medals for their innovative project s.
Children between ages 10 and 12 are at a fascinating stage of life. They’re no longer little kids, but they’re not yet teenagers. They’re starting to ask bigger questions, push boundaries, and search for who they are becoming. Amid all these changes, reading plays a powerful role, and schools and parents should strongly encourage students to build their reading muscle during this time, an education expert says. “In contrast to content on devices, books give children a safe space to explore new ideas, test out possibilities, and imagine life through someone else’s eyes. They also strengthen critical thinking, boost vocabulary, and build empathy - all skills that help pre-teens navigate school and friendships with more confidence,” says Nalani Singarum, Academic Advisor at ADvTECH Schools. “Most importantly, reading at this age lays the foundation for a lifelong habit. A child who enjoys books at ages 10 to 12 is far more likely to carry that love into their teenage years, when the pull of social media and other distractions becomes stronger,” she says. A 2024 study of children aged 10 to 12, by neuroscientists at Columbia University’s Teachers College, found that reading on paper promoted "deeper reading" with better comprehension and processing of complex texts. It was noted that this age group is pivotal for transitioning from "learning to read" to "reading to learn”, making physical books ideal for exploring ideas and imagining others' perspectives without digital distractions. “Even where children at this age did not previously enjoy reading books, it is not too late to develop a regular and enjoyable reading habit,” says Singarum. “Regular reading during this key developmental period will support stronger understanding across subjects, better information absorption, and clearer expression of ideas throughout the child’s life.” CREATING A READING-RICH HOME Pre-teens crave independence, yet they still look to their parents for cues. The best way to nurture reading at this age is to show that it’s valued at home - not as a school task, but as part of family life. Practical ways to create a reading-rich environment include: Bedtime shifts: Before bedtime, spend some time reading side by side. You each choose your own book, then share a favourite line or moment. It shows that reading is for everyone, not just a chore for children. (And no, reading on devices do not count). Reading in everyday life: Invite your child to read maps while travelling, menus at restaurants, or DIY instructions at home. These moments prove that reading has value beyond the classroom. Word of the day challenge: Let your child pick an unusual word from a book and challenge the family to use it naturally in conversation. Older children enjoy the playful competition and sense of mastery. Treasure hunts with riddles: Write riddles or codes your child must solve to find the next clue. Link some clues to favourite books for an extra spark. Peer power: Encourage your child to swap books with a friend or start a mini book club, to make reading become a social, not a solitary activity. THE ROLE OF SCHOOLS Beyond the curriculum, schools play a key role in creating an environment where reading is valued and enjoyable, which helps students build positive associations with books and learning. “Schools offer social and collaborative opportunities that enhance reading motivation and enjoyment. By fostering a love of reading within a communal and supportive learning environment, schools complement and extend the encouragement children receive at home, making the development of reading habits more comprehensive and durable,” says Singarum. She adds that it is valuable to have structured programmes, rather than just ad hoc reading opportunities. “At ADvTECH, we have a reading programme called Booktacular, which is specifically designed to make reading meaningful and magical again. Through activities like Book Clubs that spark lively conversations, creative ‘Book review in a bag’ projects, Literature Circles where every child takes on a role, and Visual literacy tasks that bring pictures to life, children discover that stories are adventures to be explored, not assignments to be completed.” Parents can extend this spirit into their homes with small, joyful habits like these. When reading feels playful and purposeful, children are far more likely to carry that joy into their teenage years and beyond, Singarum says. “Between ages 10 and 12, children are shaping their identities. They’re learning who they are, who they want to be, and how they see the world. Books offer them mirrors to see themselves and windows to step into lives very different from their own. “As parents and teachers, when we nurture a love of stories, we’re not only supporting school success, we’re giving our young people tools for life.”
