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The importance of career guidance early in High School
Many students reach senior high, or even Matric and beyond, without knowing what career they would like to pursue after school. Unfortunately, leaving this planning too late can cause great stress for both parents and students, and will likely limit one’s potential options, an education expert says. This is why early career guidance is vital during the early high school years - firstly to determine a student’s passion and purpose, and then to align their high school path to future qualification opportunities.
“Career guidance allows students to be fully informed about their choices, and to make strategic decisions that will broaden their opportunities and set them up for success throughout their academic journey and career,” says Dr Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education, SA’s leading private higher education provider.
“While many parents and guardians adopt a ‘wait-and-see’ approach, the reality is that insufficient early exposure to relevant career guidance puts students at risk of making ill- or even misinformed education and career choices. Without adequate awareness of their abilities, potential opportunities, and the structural challenges to employment, the challenges of transitioning to higher education and the world of work can become daunting,”
Dr Batchelor says that having a clear idea of one’s general future direction, helps students establish the path towards a meaningful career, as well as find purpose in their school studies.
“Once you know what qualifications will be required for your future career field, you can then work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements at higher education institutions.
“For example, if you want to enter a legal career and ultimately become a lawyer - whether an attorney or an advocate - it is important to know that the only qualification that allows this progress is the Bachelor of Laws (LLB) degree. Students who are not adequately informed may incorrectly believe that they can enter a legal career with a Bachelor of Commerce in Law or a Bachelor of Arts in Law. Although these degrees allow further progression and articulation to a Bachelor of Laws (LLB) degree, it is only the Bachelor of Laws (LLB) degree that would allow ultimate entry into the legal profession.”
Staying with the legal example, students who aspire to run their own law firm and have been given proper guidance will know that it may be necessary to opt for a longer study route to ensure they obtain all the necessary entrepreneurial, business, management, and legal subject matter expertise. This could include completing a Bachelor of Commerce in Law first and after that pursuing a Bachelor of Law
“A career is more than just a job, it is a lifetime pursuit that provides fulfilment, purpose, and financial stability. The importance of choosing a career lies in its ability to provide direction and focus for your life goals and aspirations,” says Dr Batchelor.
“In high school, students are often only aware of the popular and common career choices or those which their social circle or family are associated with, whereas there are many more career opportunities in today’s working world with this list growing daily.”
Career guidance normally begins with an assessment of a student's skills, interests, and strengths. This information is then used to identify potential career paths that may be a good fit. A career counsellor may provide information about various occupations, such as job requirements, growth potential, and earning potential. They may also help students explore education and training options and offer advice on how to gain relevant work experience.
“The good news is that career guidance is accessible to everyone,” says Dr Batchelor.
“Any reputable higher education institution will have a career guidance or counselling office. We therefore encourage students to make an appointment and consult with a counsellor as early on in their high school education as possible, in order to ensure that they are fully equipped to make subject choice decisions that align with the entry requirements into the qualification they need to fulfil their academic and career aspirations.”
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Many students reach senior high, or even Matric and beyond, without knowing what career they would like to pursue after school. Unfortunately, leaving this planning too late can cause great stress for both parents and students, and will likely limit one’s potential options, an education expert says. This is why early career guidance is vital during the early high school years - firstly to determine a student’s passion and purpose, and then to align their high school path to future qualification opportunities. “Career guidance allows students to be fully informed about their choices, and to make strategic decisions that will broaden their opportunities and set them up for success throughout their academic journey and career,” says Dr Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education , SA’s leading private higher education provider. “While many parents and guardians adopt a ‘wait-and-see’ approach, the reality is that insufficient early exposure to relevant career guidance puts students at risk of making ill- or even misinformed education and career choices. Without adequate awareness of their abilities, potential opportunities, and the structural challenges to employment, the challenges of transitioning to higher education and the world of work can become daunting,” Dr Batchelor says that having a clear idea of one’s general future direction, helps students establish the path towards a meaningful career, as well as find purpose in their school studies. “Once you know what qualifications will be required for your future career field, you can then work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements at higher education institutions. “For example, if you want to enter a legal career and ultimately become a lawyer - whether an attorney or an advocate - it is important to know that the only qualification that allows this progress is the Bachelor of Laws (LLB) degree. Students who are not adequately informed may incorrectly believe that they can enter a legal career with a Bachelor of Commerce in Law or a Bachelor of Arts in Law. Although these degrees allow further progression and articulation to a Bachelor of Laws (LLB) degree, it is only the Bachelor of Laws (LLB) degree that would allow ultimate entry into the legal profession.” Staying with the legal example, students who aspire to run their own law firm and have been given proper guidance will know that it may be necessary to opt for a longer study route to ensure they obtain all the necessary entrepreneurial, business, management, and legal subject matter expertise. This could include completing a Bachelor of Commerce in Law first and after that pursuing a Bachelor of Law “A career is more than just a job, it is a lifetime pursuit that provides fulfilment, purpose, and financial stability. The importance of choosing a career lies in its ability to provide direction and focus for your life goals and aspirations,” says Dr Batchelor. “In high school, students are often only aware of the popular and common career choices or those which their social circle or family are associated with, whereas there are many more career opportunities in today’s working world with this list growing daily.” Career guidance normally begins with an assessment of a student's skills, interests, and strengths. This information is then used to identify potential career paths that may be a good fit. A career counsellor may provide information about various occupations, such as job requirements, growth potential, and earning potential. They may also help students explore education and training options and offer advice on how to gain relevant work experience. “The good news is that career guidance is accessible to everyone,” says Dr Batchelor. “Any reputable higher education institution will have a career guidance or counselling office. We therefore encourage students to make an appointment and consult with a counsellor as early on in their high school education as possible, in order to ensure that they are fully equipped to make subject choice decisions that align with the entry requirements into the qualification they need to fulfil their academic and career aspirations.”
In South Africa, the ability to read for meaning is a critical skill that remains elusive for many children. According to the Reading Panel 2030 report, a staggering 78% of Grade 4 learners cannot read for meaning in any language. This alarming statistic underscores the urgent need to foster a love of reading among students to ensure their academic success and personal development. “Reading is foundational to learning and personal growth. It enhances vocabulary, improves comprehension, and stimulates imagination. Moreover, reading is linked to better academic performance across all subjects. For South Africa, where educational disparities are significant, promoting reading can be a powerful tool to bridge the gap and empower future generations,” says Kassandra Strydom, Academic Advisor: Foundation Phase at ADvTECH , Africa’s leading private education provider. Strydom emphasises that in a world dominated by social media and mobile devices, keeping a child's interest in reading can be challenging. However, she underscores that this is a vital responsibility for parents. “By integrating reading into daily life from a young age, and making it an enjoyable activity, parents can help their children develop a lifelong love for reading, thereby improving their prospects of personal and academic achievement,” she says. Strydom notes that the findings of the Reading Panel 2030 report highlight the critical need for efforts to ensure that all children in South Africa can read for meaning by 2030. And while the Department of Education committed to addressing challenges identified in the report at a recent session where Basic Education Minister Siviwe Gwarube delivered the keynote address, the mammoth task could not be left to educators alone, she said. “Schools and teachers play an important role in teaching students how to read, but few are equipped to instil a genuine love for reading by the time children begin formal education. This essential passion must be nurtured at home to create a supportive environment where students can thrive once they master their ABCs.” Strydom says parents play a pivotal role in nurturing a child’s love for reading, and says it can be done by: CREATING A READING-FRIENDLY ENVIRONMENT & LEADING BY EXAMPLE Second-hand books are often very affordable, and libraries are free, making it easy for families to fill their homes with a diverse selection that caters to their child's interests and reading level. Choosing books together can be a fun and exciting activity, providing valuable parent-child bonding time. Once the books have been selected, engaging in paired or shared reading experiences can enhance this connection. Creating opportunities to read together in a relaxed and intimate setting—whether snuggled on the couch or curled up in bed—makes reading feel special. This not only fosters a love for reading but also connects the activity to positive emotions and quality time spent together. By modelling positive reading habits and setting aside dedicated reading time each day, parents can help cultivate a lifelong passion for books in their children. USING TECHNOLOGY WISELY Excessive screen time can negatively impact children’s development, prompting many schools to limit mobile phone usage to create more focused learning environments. To balance screen time at home, families can implement "reading timeouts" that benefit both child and parent. While there are numerous reading apps and platforms that can make reading engaging, it’s important to choose those that offer personal learning pathways, allowing children to explore content beyond just reading. These apps can foster deeper engagement with reading material by connecting it to real-world situations and encouraging critical thinking. However, it’s essential to also incorporate non-screen reading to ensure children develop a well-rounded love for literature alongside their digital experiences. MAKING READING AN INTERACTIVE EXPERIENCE When fostering a love for reading, it's important to ensure that the experience is interactive. Encourage children to engage with books before diving into the text by taking time for ‘picture walks’, where they can flip through pages and explore the illustrations. This approach helps minimise distractions and prepares them for a more focused reading experience. Consider using the "5 W" principle—asking who, what, when, where, and why questions about the book—to spark discussion and curiosity. Before reading, ask children what they think the story might be about, and always include the follow-up question, "How do you know that?" This encourages them to articulate their thoughts and develops metacognition—thinking about their thinking—making the reading experience richer and more meaningful.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer.
ADvTECH to co-locate Varsity College and Vega onto 9 000-strong site in 2026
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) JSE code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the group”) VOLUNTARY ANNOUNCEMENT TO SHAREHOLDERS: ADvTECH ACQUIRES PRIME LOCATION FOR NEW UNIVERSITY CAMPUS IN SANDTON In a significant development for its Tertiary Division, the ADvTECH Group (ADvTECH) announced today that it has acquired a prime Sandton location where it will create a new University campus after concluding an agreement to purchase a former training and conference centre from FNB. In line with the Group’s strategic intent, and its journey to full University accreditation, The IIE’s Varsity College Sandton and Vega Bordeaux will relocate to the new campus in time for the start of the 2026 academic year. The acquisition has received Competition Commission approval and will result in a R419 million capital investment over the next two years. Commenting on the new University campus, ADvTECH CEO, Geoff Whyte said: “We are delighted to have secured an excellent location in the heart of Sandton where we can co-locate and expand two of our biggest tertiary brands.” Centrally located off Grayston Drive, the spacious 47 000 m 2 property is easily accessible by both road and public transport and will double student capacity from the current Varsity College and Vega campuses to 9 000 students. Significant investment will go into renovating and adding to the existing facility – including the development of additional lecture facilities and a new sports centre. “This new campus is an example of ADvTECH’s continued investment in the delivery of superior, technology-enhanced teaching and learning, and will further strengthen our position as the leading provider of private education in Africa,” added Whyte. ADvTECH currently has a portfolio of eight tertiary brands across 33 campuses providing a comprehensive set of qualifications ranging from skills development to PhD. The Sandton campus will offer undergraduate to postgraduate qualifications. 1 October 2024 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
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.
