SQ and CQ: Why you need more than IQ, AQ and EQ in a tough job market

In recent years, the approach to determining school readiness has undergone significant changes. Traditionally, school readiness assessments in Grade 0 focused heavily on evaluating whether children met specific academic and developmental benchmarks. However, this method often overlooked the individual growth and unique strengths of each child. Today, there is a shift towards a more holistic and supportive approach, emphasising continuous growth and tailored support, an education expert says. “The modern approach places less emphasis on traditional assessments and more on measuring and supporting student growth over time,” says Lynda Eagle, Schools Academic Advisor at ADvTECH, Africa’s leading private education provider. “This shift recognises that each child develops at their own pace and has unique strengths and areas for improvement. By focusing on growth, educators can better support students as they progress, extending their strengths and providing scaffolding where needed.” THE MEANING OF SCHOOL READINESS School readiness is an assessment of the degree to which a child is prepared to enter school and succeed in a learning environment, explains Eagle. When considering school readiness there is a range of developmental areas – all inter-linked - that need to be considered: academic/cognitive, social, emotional and physical. Collectively, a healthy development across these areas will indicate that a child is ready and able to adapt and thrive in their new setting, she says. “School readiness is not just about knowledge. It involves a child’s ability to adapt, to manage their emotions, to positively interact with others and to follow routines.” AREAS OF DEVELOPMENT Children’s development will differ according to the child’s age and stage of development. The various elements considered are broadly defined as follows: Physical : This includes both fine and gross motors skills that facilitate the child’s ability to control their body movements with increased accuracy and precision. The development of these skills ultimately prepares children for handwriting (letter and number formation) and the more physical activities required when participating in sport - such as running, jumping, and throwing a ball. Cognitive development : Is the ability of the child to process and demonstrate their understandings of foundational skills through problem-solving, the following of instructions, the sequencing of events, and the ability to reason and apply what they have learned to new situations. Social development : This considers the child’s ability to interact with others, to share, take turns, engage in collaboration and cooperate with others. Do they understand social cues, and are they able to interpret and respond appropriately to social cues, and recognise emotions? Emotional development : This involves the ability of the child to self-regulate and manage their emotions and behaviours. It facilitates the building of the child’s self-confidence and ability to work independently – to make sound choices and to operate in a community effectively. BEYOND TRADITIONAL ASSESSMENTS – DETERMINING WHAT IS BEST FOR THE CHILD “When we fail to consider the age and developmental stage of a child, we risk trying to grow or develop their skills before they are ready, or before they have had the necessary foundational experiences, which can have a lifetime impact if there is a rush towards achieving school readiness,” says Eagle. “An overemphasis on academic skills can lead to moving to abstract concepts without providing enough concrete experiences. Measuring and judging students against uniform pre-determined norms or standards fail to recognise their unique needs, talents and dispositions. This approach places undue pressure on both the adults and students in an attempt to meet these milestones and often at the expense of developing important essential or soft skills”. Additionally, failing to consider cultural contexts means that norms are based on standards that do not align with the child’s unique experiences. “Fostering a competitive environment can place pressure on a child’s well-being, sense of belonging and identity. When a child is labelled as not ready, it implies they are not worthy, leading to judgment rather than nurturing.” Eagle says parents and educators need to take a balanced approach by determining whether the school is ready for the child, and whether it can work with a framework that recognises the rights of the child – adapting and designing learning experiences that address gaps and challenges. “Rather than ticking boxes to determine school readiness (or not), it is our duty to focus on the child’s emotional, social and mental health – where they feel safe then they will be open to learning. We must be flexible and adaptive – to be inclusive and affirmative in our actions and behaviours – this includes the language that we use. The overriding recognition should be that children don’t mature or learn in the same ways. That is okay, and simply requires us to adjust accordingly.”

Intelligence Quotient (IQ) has traditionally been considered a key indicator of potential, but it is increasingly no longer the sole indicator of personal and professional success, particularly in South Africa’s diverse environment. This is because Social Quotient (SQ) and Cultural Quotient (CQ) are emerging as additional key factors being considered when hiring and promoting candidates. “Modern understanding recognises the crucial roles the various intelligences play in determining how effectively one navigates your educational and career journey,” says Talita van Wyk, Head of Programme at The Independent Institute of Education , SA’s leading private higher education provider. IQ has long been the benchmark for assessing cognitive abilities, such as logical reasoning, problem-solving, and analytical skills. EQ, or Emotional Intelligence, measures one’s ability to understand and manage their own emotions and those of others. High AQ (Adaptability Quotient) is associated with qualities such as resilience, flexibility, and a proactive approach to problem-solving. “While IQ, along with AQ (Adaptability Quotient) and EQ (Emotional Quotient), remain important qualities, our unique environment means that SQ and CQ are increasingly significant differentiators in the employment arena, and therefore individuals should also endeavour to develop these intelligences when building their personal brands” she says. SQ refers to the ability to navigate social interactions and build strong relationships. It involves empathy, effective communication, and the ability to influence and inspire others. CQ is the capability to relate and work effectively across cultures - locally and internationally. “While each quotient individually contributes to professional success, their interplay is what truly sets top performers apart,” explains Van Wyk. “For instance, a manager with high IQ and EQ can devise strategic solutions and motivate their team. However, without SQ, they might struggle to build trust and rapport, and without CQ, they could face challenges in a multicultural team.” Professionals who excel in SQ and CQ are better equipped to handle the complexities of today’s workplace, as they are more adept at managing or working within diverse teams. That is why these skills are increasingly valued as organisations recognise the importance of diversity and inclusion for innovation and growth. “The good news is that both SQ and CQ, together with the other intelligences, can be developed over time – particularly as awareness of these important qualities grow. As educators, both in the basic and higher education spheres, we should also endeavour to hone these skills to develop well-rounded and empowered individuals,” Van Wyk says. CULTURAL QUOTIENT “CQ involves understanding, respecting, and adapting to cultural differences to work effectively across diverse cultural contexts. It evaluates an individual’s capability to function effectively in culturally diverse settings,” says Van Wyk. High CQ allows individuals to effectively communicate and interact with individuals from different cultural backgrounds, listen to and understand various perspectives, as well as adjust their behaviour and strategies to fit different cultural contexts and expectations authentically and without compromising their own values. SOCIAL QUOTIENT SQ pertains to understanding and managing social interactions and relationships, stressing the ability to understand social contexts and engage effectively with others. It measures an individual’s ability to navigate social environments, build and maintain relationships, and understand social norms and dynamics. “A high SQ score is correlated with social awareness, that is, the ability to understand and interpret social cues and dynamics within different groups or environments. Its value arises from the ability to build and maintain healthy and productive relationships through effective communication and conflict resolution,” she says. Van Wyk notes that while AQ, SQ and CQ are relatively recently recognised traits, they are not stand-alone individual traits, but rather are inter-connected, together with IQ and EQ. “Understanding the existence and benefits of these traits and how they can enhance one’s educational and career journey are important first steps towards developing them,” says Van Wyk.  “To this end, it is important to embrace change, viewing it as an opportunity for growth rather than a threat. We need to be willing and able to step out of our comfort zones regularly, all the while developing our knowledge and skills.”

Over the past decade, as the Cambridge curriculum gained popularity in South Africa, the number of schools and institutions offering this internationally recognised education pathway mushroomed across the country. However, as many parents who wanted to ensure their child received the best possible education came to realise, not all schools are equally equipped to deliver the curriculum effectively. “It is not unusual for students and parents to arrive late in their school journey only to find out that they are not ready whatsoever for their final exams, despite having performed adequately before,” says Marlene Van Der Wath, Brand Academic Head at ADvTECH Schools, Africa’s leading private education provider. She says the Cambridge curriculum has unique requirements and logistics which, if not properly understood, supported and implemented, can leave students significantly in the lurch. “We therefore encourage parents to ensure they have done their due diligence checks before enrolling their child at a school offering the Cambridge curriculum, to ensure the student is able to complete their schooling successfully and with as little additional pressure as possible,” she says. THE CAMBRIDGE CURRICULUM The Cambridge curriculum stands out as an exceptional educational path due to its comprehensive and challenging framework. It is meticulously designed to foster critical thinking, problem-solving, and analytical skills from an early age through to advanced levels. By offering a structured progression from the Early Years through Primary, Lower Secondary, IGCSE, and AS/A Levels, it ensures that students build a solid academic foundation and are well-prepared for higher education. Additionally, its global recognition opens doors to universities and career opportunities worldwide, making it an ideal choice for students aiming for academic excellence and international prospects. Cambridge also continually revises their curricula to keep up with international trends and research regarding education. KEY FACTORS WHEN EVALUATING A CAMBRIDGE SCHOOL Accreditation and recognition When selecting a school, it’s crucial to verify that it holds accreditation from Cambridge Assessment International Education. This accreditation ensures that the school undergoes regular inspections and adheres to specific quality standards. Additionally, it’s important to confirm that the school’s qualifications are recognised by South African universities and other international institutions, ensuring that students have access to a wide range of higher education opportunities both locally and globally. Qualified and experienced staff When evaluating a school, it’s important to assess the qualifications and experience of the teaching staff. Educators should have specialised training in the Cambridge curriculum and a proven history of effectively supporting students through it. Additionally, seek out schools that offer continuous professional development for their teachers, to ensure they remain current with the latest educational methodologies. Curriculum delivery and support To determine a school’s approach to delivering the curriculum, it’s important to look for a balanced method that combines both theoretical knowledge and practical application. This means that while students are learning the fundamental concepts and theories, they are also given opportunities to apply this knowledge in real-world scenarios, through activities like experiments, projects, and hands-on learning experiences. This approach helps students to better understand and retain information, making their education more meaningful and engaging. Additionally, it’s crucial to ensure that the school provides ample support for students. This can include tutoring services for those who need extra help with their studies, mentoring programmes to guide students through their academic journey, and access to resources such as well-equipped libraries and modern laboratories. These resources can significantly enhance the learning experience, providing students with the tools they need to succeed academically and develop a deeper understanding of the subjects they are studying. Also, ensure the school has access to Cambridge-approved textbooks and learning materials. ·Student performance and outcomes Examine the school’s historical performance, and speak to past and current students and parents. Consistently high pass rates and top grades are strong indicators that the school effectively delivers the curriculum and supports student achievement. This data can provide valuable insights into the quality of education and the effectiveness of teaching methods employed by the school. This applies not only to the top achievers, but also the students who are supported to perform to the best of their ability to improve their grades. Additionally, take into account the achievements of the school’s alumni. Investigate how former students have fared in higher education and their subsequent career paths. Successful alumni who have gained admission to prestigious universities and excelled in their professional lives reflect positively on the school’s long-term impact. This information can help parents gauge the school’s ability to prepare students not just for exams, but for future academic and career success. “Going the Cambridge route can solidly position your child for a successful academic journey and future success,” says Van Der Wath. “But choosing the right school for your child’s Cambridge education is crucial for their successful academic and personal development.”

South African classrooms today are more diverse than ever before, and the need for personalised learning journeys are greater than ever before. To ensure that each student reaches their full potential within these diverse environments, the adoption of adaptive learning is increasingly becoming a non-negotiable, an education expert says. “The traditional one-size-fits-all approach to teaching is becoming increasingly outdated as adaptive learning comes into its own,” says Malecia Makgata, Instructional Designer at The Independent Institute of Education , SA’s leading private higher education institution. As classrooms and student bodies continue to diversify in several areas, including but not limited to culturally and ethnically, with various curricula preferences, language diversity, learning styles and abilities and socioeconomic diversity, the need to harness technological advancements in learning becomes ever greater, she says. “Adaptive learning is a revolutionary method that tailors educational experiences to meet the unique needs of each student. By leveraging technology and real-time data, adaptive learning systems can adjust the pace, style, and content of instruction and just-in-time feedback, ensuring that every learner can achieve their full potential.” Makgata says the importance of adaptive learning cannot be overstated. It not only enhances student engagement and performance but also fosters an inclusive environment where all students feel empowered and supported. “To truly embrace the benefits of adaptive learning, educational institutions must rethink and redesign their teaching strategies, moving away from rigid syllabi and towards more flexible, personalised learning experiences. This shift is essential for preparing students to thrive in an increasingly complex and dynamic world,” she says. Makgata says the days of the traditional classroom experience – where everyone learned at the same pace, using the same textbooks, and listening to the same material taught by their teachers – are rapidly fading. Adaptive learning, also known as personalised learning, is an innovative approach to Teaching and Learning that uses AI and Learning Management Systems (LMSs) to tailor-make learning paths for each student, meeting them where they are in their learning journey, whilst still working towards the common goal of achieving the learning outcomes in a specific course. “Imagine a learning journey where you receive instant, personalised feedback pinpointing areas for development and growth, accompanied by tailored recommendations for resources and learning pathways that address your unique needs, empowering you to bridge knowledge gaps and solidify new skills at your own pace, accelerating or decelerating as needed,” explains Makgata. “With personalised learning, this is a reality. By tailoring the learning experience to individual students' needs, interests, and learning styles, personalised learning increases student engagement and motivation, leading to improved academic achievement and increased graduation rates. Whether you quickly master a concept because the content perfectly matches your learning style or cognitive development level, or need extra support to grasp a difficult idea, personalised learning ensures a more enjoyable and effective experience, resulting in higher student satisfaction and reduced dropout rates.” While adaptive learning plays an important role at school level, it is imperative for higher education institutions to embrace the adaptive learning approach as rapidly as they can, Makgata says. “It is especially beneficial for students with diverse learning needs, including those with disabilities, language barriers, or varying learning styles. It improves equality of opportunities and empowers students to learn in a way that suits them best. “Lecturers also benefit, as they can now focus on guiding and supporting individual students by utilising LMS system analytics and the results from micro-assessments to quickly determine where students require additional support or even more challenging approaches, enabling them to adjust their instruction on-the-go,” says Makgata. She says it is evident that personalised learning has a profoundly positive impact on students. “By tailoring the learning experience to individual needs, personalised learning increases students' interest and learning achievement, while also enhancing critical thinking and problem-solving skills. “This flexible approach empowers students to learn at their own pace, fostering a sense of autonomy and agency. Ultimately, personalised learning enables students to become more confident and effective learners, better equipped to embrace challenges and pursue lifelong learning with enthusiasm and resilience.”

ADvTECH delivers another strong set of results at the half year Cementing its position as the leading provider of private education on the African continent 26 August 2024: Commenting on the results, ADvTECH CEO, Geoff Whyte, said: “ Driven by robust fundamentals in the business, ADvTECH delivered another strong set of results for the six months ended 30 June 2024. This was achieved through healthy growth in enrolments, moderate fee increases and continued margin improvement, despite a challenging economic environment.” “ We continue to invest in the delivery of superior, technology-enhanced teaching and learning, strengthening our competitive advantage and further cementing ADvTECH as the leading provider of private education on the African continent. ” Group: Operational and Financial Performance Enrolments up 6% Operating profit up 15% to R865m (2023: R754m) Operating margin up from 19.2% to 20.2% Normalised earnings per share up 16% to 97.7 cents The Education divisions recorded revenue growth of 12% year-on-year, due to healthy enrolment growth across both Schools and Tertiary (up 4% and 7% respectively). Operating margin in the Education business improved to 23.5% (2023: 22.8%) through the benefit of operating leverage and via the Group’s continued drive for efficiency gains. This more than offset the additional costs incurred to enhance ADvTECH’s offering through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and student information systems. Normalised earnings for the period increased by 17% to R535 million (2023: R459 million) while normalised earnings per share increased by 16% to 97.7 cents (2023 84.3 cents) per share. Cash generated from operating activities increased by 12% to R1 959 million (2023: R1 749 million) underscoring the strong cash generating capacity of the Group. Informed by the Group generating cash in excess of that required to fund its investment programme, the Board decided to increase the dividend payout. Management of the group’s capital structure and optimising return on equity was also considered in this decision. The Board declared an interim dividend of 38.0 cents (2023: 30.0 cents) per ordinary share in respect of the six months ended 30 June 2024. This represents an increase of 27%. Divisions: Operational and Financial Performance Schools South Africa Enrolments up +5% Revenue up 11% Operating profit up 12% The Schools division in South Africa continued to enhance its value propositions and to win market share. All the division’s brands recorded volume and operating profit growth. Revenue increased by 11% to R1 556 million (2023: R1 402 million) and operating profit increased by 12% to R316 million (2023: R282 million) with the operating margin improving to 20.3% (2023: 20.1%). In response to sustained demand for quality education in the mid-fee sector, a Pinnacle College campus, scheduled to open in January 2025, is currently under construction in Ridgeview, Roodepoort. Furthermore, strong enrolment growth at Pinnacle College Raslouw in Centurion, necessitated the build-out of the balance of the school, several years ahead of plan. Schools Rest of Africa Enrolments up +4% Revenue up 11% Operating profit up 29% ADvTECH’s schools brands in the rest of Africa continued to experience strong enrolment growth. Revenue increased by 11% to R214 million (2023: R193 million), while operating profit increased by 29% to R62 million (2023: R48 million). Operating margin improved from 24.7% to 28.7% driven by operating leverage. Construction of the next phase of Crawford International in Kenya will commence in the fourth quarter of 2024 in response to continued strong demand, driven by the school’s market leading academic offering. The Group’s Cambridge International curriculum offering, that was introduced in 2021, is also experiencing strong demand, with parents increasingly choosing this curriculum for their children. As this offering is at a higher fee, it is having a positive impact on the financial performance of these schools. Gaborone International School continues to perform exceptionally well, with strong enrolment growth and excellent academic results. The second phase of development to increase capacity to accommodate 3 250 students and to refurbish the pre-primary school has now been completed. Tertiary/University Enrolments up 7% Revenue up 13% Operating profit up 16% The Tertiary division performed well and continued to grow off the back of a well-established, high quality brand portfolio that offers a comprehensive range of programmes and qualifications. ADvTECH’s ability to provide multi-channel modes of delivery (contact, blended, online, full-time, part-time and distance) is fundamental to enhancing its student value proposition. Revenue increased by 13% to R1 693 million (2023: R1 500 million) and operating profit grew by 16% to R436 million (2023: R375 million). Benefitting from effective cost containment measures, operating margin increased to 25.8% (2023: 25.0%). Expansion projects are currently under way at Rosebank College’s mega-campuses in Cape Town, Pretoria and Braamfontein. A new purpose-built Vega campus is under construction in Pretoria, adjacent to Varsity College, which will be more suitable than the existing premises. In addition, ADvTECH completed expansion projects at the Varsity College Pretoria and Cape Town campuses to increase capacity in response to continued strong demand. Following the publishing of draft regulations in September 2022 by the previous Minister of Higher Education and Training, which set out the criteria to qualify as a university, amended criteria were published in April this year. ADvTECH submitted its comments in May and await the publishing of the Gazette, which is anticipated before the end of 2024. “ Recognition as a University will ultimately benefit our students who will then rightfully be afforded the same status as their Public University peers. We continue to engage with the Department of Higher Education and Training to move forward on this issue ,” said Whyte. The Group is in the process of acquiring a suitable building to be adapted into a university campus. Should the purchase be approved by the Competition Commission, it will result in a R419 million capital investment over the next two years. Resourcing Operations outside South Africa continue to fuel growth Revenue decreased by 3% to R810 million (2023: R837 million), with the decline of 16% in South Africa driven by muted recruitment activity in a challenging trading environment. Revenue in the rest of Africa declined by 1% due to a few low margin contracts coming to an end. Operating profit increased by 3% to R51 million (2023: R50 million) however. This was achieved due to an increase of 24% in operating profit from the rest of Africa to R55 million (2023: R45 million) driven by low margin contracts being replaced by higher margin contracts, more than offsetting the impact of the loss experienced in South Africa. Alternative Energy Solutions ADvTECH is committed to minimising environmental impact across our operations. Notwithstanding the recent suspension of loadshedding, the Group continues to roll out solar solutions to reduce our electricity cost and carbon footprint. In addition to five sites that already have solar solutions, installations are currently under way at three sites with the highest electricity usage. Thereafter, ADvTECH will continue the rollout to all remaining sites where a solar solution is feasible. Prospects ADvTECH is uniquely positioned to enrich people’s lives by being the leader in teaching and learning across the African continent. Strong demand for quality education continues across all our chosen markets. “ The Group’s solid balance sheet, strong cash generation, growing scale and expertise in Africa and unrelenting focus on extending competitive advantage in both the Schools and Tertiary Divisions, places us in a good position to maintain our growth trajectory and invest with confidence in areas of opportunity ,” concluded Whyte.

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.”

Professional industry insight crucial for the creation of effective university curricula & work readiness Professional industry experts possess valuable insights into the complexities of day-to-day business activities, including rapid developments in their respective fields, which means they have a crucial contribution to make in the development of university curricula. By integrating the necessary skills, knowledge, and practical work experience required by graduates, these professionals can significantly contribute to the enhancement of curricula, an education expert says. “Too many of our graduates in South Africa leave university with little more than academic - and unfortunately often outdated academic - knowledge only, rendering them ill-equipped to make a positive contribution in the workplace and our economy,” says Cymbeline Harilal, senior Instructional Designer at The Independent Institute of Education , SA’s leading private higher education provider. “For this reason, it is incumbent on industry and higher education to work together to ensure curricula remain dynamic and responsive to the rapid developments we face today. Day-to-day industry variations and expert insights can significantly benefit students, providing them with practical knowledge that extends beyond lecture rooms,” she says. Harilal says industry professionals can shape the hierarchical levels of curricula, delineating them into programme modules with focused learning outcomes. “Their support, advice and guidance are crucial in advising on prescribed materials, supplementary resources, and scaffolding-specific learning units. This includes recreating job-specific scenarios to assess students' practical skills.” Public universities and their private counterparts need to make a concerted effort to ensure their curricula reflect the real world of work at any given time to ensure their students are optimally prepared for the demands of their profession following graduation, by engaging subject matter experts. “These industry experts can assist in designing learning activities that simulate practical, on-the-job scenarios, integrating these into assessments such as quick spot tasks, projects, assignments, and evidence portfolios. Professional partnerships in the development and design of university curricula can also aid in positioning relevant teaching and learning strategies and integrating technological tools and software used in industry,” notes Harilal. “This provides students with practical skills, making their university experience a relevant end-to-end learning journey. Additionally, this collaboration can contribute insights into the professional development of students during their studies, preparing them to be knowledgeable and impactful in their roles in the industry, and incorporating sustainability and environmental considerations through effective curriculum design.” The involvement of industry professionals in monitoring, evaluating, and providing feedback for continuous improvement in closing the feedback loop is also essential for identifying and supplementing curriculum gaps. This collaboration will positively impact careers and business objectives, ensuring that graduates are well-prepared for the evolving demands of the workforce. EVOLUTION OF INDUSTRY & ITS ROLE IN HIGHER EDUCATION As industries evolve, so do their talent needs, necessitating that university curricula adapt accordingly. This can be achieved by establishing a coherent feedback loop, initiated by the relevant stakeholders, wherein universities conduct needs analyses, identify industry trends, and integrate these insights into curricula tailored to specific career paths. “Industry professionals often possess extensive experience in both global and local areas which is imperative for the university curricula to prepare students for careers in both spheres. Industries can play a vital role by sharing their knowledge and merging it with university studies, thus equipping students for future roles,” says Harilal. “There is an imperative for industries to drive the integration of essential workplace skills into university curricula.” Jonas Prising, CEO of ManpowerGroup, has previously said: "Organisations have to act differently. Creating shareholder value can only be done in conjunction with taking care of employees, customers, and communities. That includes the responsibility to help people learn new skills, adapt for future jobs, and become creators of talent.” University curricula serve as a prime area for skilling and reskilling, encompassing hard and soft skills along with essential values and attitudes. “Professionals can influence university curricula, leveraging their competencies to design programmes underpinned by ethical and professional standards used in industry, thus ensuring adherence and quality as stipulated by regulatory and professional bodies such as the DHET, CHE, SAICA, and law societies,” says Harilal. “The value of professional input is crucial in shaping higher education to consider the sequencing of modules, industry relevance within programmes, clarity of instructional language, and industry-specific terminology that goes beyond textbook knowledge. It is therefore incumbent on all roleplayers to investigate and rapidly implement this best practice model, to ensure South African graduates enter the workplace confidently and, very importantly, competitively.”

ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) JSE code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the group”) VOLUNTARY TRADING STATEMENT FOR THE SIX MONTHS ENDED 30 JUNE 2024 The board hereby advises on its expectations of the financial results for the six months ended 30 June 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 and Basic headline earnings per share (“HEPS”) for the six months ended 30 June 2024 are expected to be between 13% and 18% higher than the comparative reporting period for the six months ended 30 June 2023 ("the comparative period") or between 95.3 and 99.5 cents per share as compared to 84.3 cents per share in the comparative period. Basic earnings per share ("EPS") for the six months ended 30 June 2024 is expected to be between 13% and 18% higher than the comparative period or between 95.4 and 99.6 cents per share as compared to 84.4 cents per share for the comparative period. 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 six months ended 30 June 2024 on the JSE’s Stock Exchange News Service on or about Monday, 26 August 2024.  14 August 2024 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited