Decision to delay the opening of public schools by two weeks and the impact on private schools: ADvTECH decisions
Dear colleagues, parents, and students
Decision to delay the opening of public schools by two weeks and the impact on private schools: ADvTECH decisions
This morning the Deputy Minister of Basic Education reported to the public that the Ministry had decided that public schools would delay their opening by two weeks. She also reported that the Department had reached agreement with bodies that represent private education that they would persuade private schools to delay their opening for two weeks from their originally planned dates. We noted this with some dismay as our schools are open and we remain confident in our safety protocols and thus our ability to offer our students a safe and conducive learning environment.
Having fully considered the statement which was respectful of the fact that conditions differ and that private schools cannot be dictated to at this stage, the position of other schools and of the private school associations as well as our ability to implement safety protocols we have decided on the following as being in the best interest of our schools and students.
1. We will not be suspending our contact classes for any children up to and including Grade 0 as we are deeply mindful of the impact that this would have on the children, their families, and childcare arrangements for such small children at such short notice.
2. We will not be suspending our contact classes for our assisted learning school as the educational needs of these children persuade us that it is not in their interest to disrupt a year that has just started for them.
3. We will suspend contact teaching and offer online and other support at home for a week for our Grades 1 to 3 students – we believe that this is a responsible midpoint decision to take. Disrupting them so early in the year when we are confident in our protocols is not in their best interest or in the interest of their families. We do however believe that a week of support at home is manageable and does reduce the number of people at our schools in this peak period.
4. We will go online for grades 4 to 12 from Monday 18 January to the 27 January and will phase in or resume classes from that date according to the ability of the school to reintegrate and reinforce protocols at that time. We do not anticipate having any class fully online after 1 February.
5. Boarders will be permitted to remain in the boarding houses and will be supported to engage with the learning experiences of their classes.
Our teachers will teach from school so that we can provide them with support as needed and can assure and ensure their internet connections. We are planning to support our school staff who are impacted and do not have childcare arrangements while we are not offering classroom-based education.
We have also made central support office resources available this weekend to parents and schools to ensure that we can begin our work on Monday morning without interruption.
It has been our experience in the past two weeks that there is ambivalence in our community, and we understand that this is unlikely to be different with this decision – we are handling unprecedented circumstances and need to make decisions without the benefit of any precedent to guide us.
We trust therefore that even if you do not agree with this decision, you understand why it has been taken.
Please continue to engage with the school if your personal circumstances do not align with these arrangements.
Thank you!
Dr Felicity Coughlan
Academic Director
ADvTECH Updates
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.
The Annual Resolute Roboticon took place on Saturday, 13 September, at the Heartfelt Arena in Pretoria North, attracting over 3,000 entries from schools across South Africa. Only 360 students were selected to compete, making participation an achievement. The Community Schools Group proudly fielded 12 teams across five competitive categories, representing the Pinnacle Colleges brand: Pinnacle College Waterfall (3 teams) Pinnacle College Rynfield (4 teams) Pinnacle College Linden (1 team) Pinnacle College Kyalami (1 team) Tyger Valley College (3 teams) Our students achieved outstanding results: · Pinnacle College Linden – 1st place in the Advanced Category · Tyger Valley College – 2nd place in both Advanced and Apprentice 3 categories · Tyger Valley College – 3rd place in the Entrepreneurship Category “These achievements underscore the growing impact of Robotics and Coding within the Pinnacle Colleges brand. By immersing students in real-world problem-solving, opportunities such as Roboticon empower learners to thrive in an exceptional and future-focused technology space,” said Altie van Schalkwyk, Academic Head of Brand – Community Schools Group. Initiatives like Roboticon reflect how Pinnacle Colleges are promoting a culture of innovation, preparing students to lead confidently in a technology-driven world.
Children are naturally curious. Whether it’s watching a bug crawl across the floor, splashing in a puddle, or asking “why” countless times in an hour, their world is filled with questions. This curiosity is more than just a phase. It is the foundation of learning and confidence, and should form the starting point for learning at home and at school. Zaakirah Mahomed, Academic Advisor: Foundation Phase at ADvTECH, Africa’s largest private education provider, says Inquiry-Based Learning (IBL) is an approach that harnesses children’s innate sense of wonder. “It transforms everyday questions into meaningful discoveries, sparking a lifelong love for learning. For this reason, it is important that when choosing your child’s first school, you ensure the school’s approach is based on harnessing inquiry-based learning, not just handing down of facts. The latter carries a risk that learning is viewed as work from a young age, which can negatively influence attitudes to learning throughout the child’s life.” In a classroom rooted in inquiry, children are not simply passive recipients of facts. Instead, they are encouraged to wonder, explore, and investigate. “Rather than memorising information, learners might explore why leaves change colour, how magnets work, or what creates a rainbow. Guided by their teachers, they investigate these ideas through hands-on activities, experiments, and creative projects. The learning feels like play, but the impact is powerful,” Mahomed says. Research underscores the effectiveness of Inquiry-Based Learning in fostering deeper understanding and retention. A meta-analysis of 54 studies published in American Psychological Association’s Journal of Educational Psychology found that students engaged in IBL demonstrated significantly higher levels of conceptual understanding in science compared to those taught through traditional methods. By actively exploring questions and constructing knowledge through guided investigations, children develop a stronger grasp of complex concepts, as they connect new information to their own experiences and curiosity. This approach not only enhances academic performance but also cultivates a mindset of inquiry that prepares students for lifelong learning, the analysis found. The importance of IBL is further highlighted by its alignment with 21st-century skills. According to a 2020 report by the World Economic Forum, critical thinking, problem-solving, and creativity are among the top skills needed in the modern workforce. IBL directly supports the development of these competencies by encouraging children to ask questions, analyse evidence, and collaborate on solutions. “By engaging in inquiry-driven tasks, such as designing experiments or debating hypotheses, students build the intellectual flexibility and resilience needed to navigate an increasingly complex world,” Mahomed notes. IMMEDIATE BENEFITS FOR YOUR CHILD Inquiry-Based Learning isn’t just about preparing children for the future, however. “IBL fosters engagement, curiosity, and confidence from the very start. Children are encouraged to experiment, make mistakes, and try again. Helping them to see that errors are simply stepping-stones to discovery,” says Mahomed. “When learners test how water flows through a funnel or why a toy rolls differently on tile compared to carpet, they are building critical thinking skills. These problem-solving abilities help them not only with schoolwork, but also in everyday life.” IBL also nurtures collaboration and communication. As children work in small groups or pairs, they learn to share ideas, listen to others, and work as a team. “Even the quietest child can find their voice when their question leads to an exciting experiment or project,” she notes. CHOOSING THE RIGHT SCHOOL When selecting a school, parents should look for one that prioritises inquiry as part of its teaching and learning approach. Such schools encourage curiosity-driven lessons, creativity, and real-world problem-solving. “Outstanding foundation phase schools place a strong emphasis on Inquiry-Based Learning and student agency. They proceed from the belief that children should have a voice and choice in their learning, because by taking ownership of their questions and discoveries, children build independence and confidence,” Mahomed says. “Parents can be assured that this approach does more than prepare children academically. It equips them with the resilience, adaptability, and problem-solving skills they need to thrive in a fast-changing world.”
Crawford International Pretoria was buzzing with excitement on Tuesday, 9 September, when one of South Africa’s premier radio breakfast shows, 947’s Anele and the Club, broadcast live from our sports field. The day kicked off bright and early at 06:00 with games, quizzes, and prizes that had everyone involved. From Grade 0000 to Grade 12, our students embraced the challenge—taking part in games of chance, mental agility, and physical skill. The atmosphere was vibrant, colourful, and filled with energy, bringing the entire Crawford International Pretoria community together. A special highlight of the morning was a surprise performance by renowned South African singer, songwriter, and record producer Jeremy Loops, joined on stage by Sibongiseni of the legendary Ladysmith Black Mambazo. Their live performance was nothing short of unforgettable. And to top it all off—we won R50 000 for our school! It was a day to remember, showcasing our unique spirit, talent, and stories to the whole of Gauteng. We truly showed what it means to be #ProudlyCrawfordian.
JSE-listed ADvTECH has announced the launch of Emeris, a groundbreaking new private higher education brand that will bring the Varsity College, Vega School, and MSA brands together under a single name. One aspect of the change is the building of a state-of-the-art R420m mega campus in Sandton, Johannesburg. This development will bring the existing Varsity College Sandton and Vega Bordeaux operations together on the same site. It will open its doors in 2026 with an initial capacity of 9,000 students. Facilities will include a double-storey library and information centre, a student experience hub with career and counselling services, a custom-designed indoor sports centre capable of hosting international events and innovation spaces including IT labs, podcast studios and interactive mock classrooms.
Varsity College, Vega, and MSA unite under a bold new brand The Independent Institute of Education (IIE) has announced the launch of Emeris, a groundbreaking new private higher education brand that will bring the Varsity College, Vega School, and MSA brands together under a single name. The new entity will officially launch in 2026. The consolidation under the new name comes as South Africa prepares for legislative reforms that will, for the first time, allow private institutions that meet defined criteria to be recognised as universities.
The ADvTECH Group (ADvTECH), Africa’s leading private education provider, today officially opened Rosebank International University College (RIUC) in Accra, Ghana, marking the group’s first university opening outside South Africa. Student registrations opened on 15 August, with the inaugural academic semester set to begin in January 2026. Strategically located in Accra’s prestigious Airport Residential Area, the RIUC campus offers accredited qualifications from diplomas to doctoral degrees in high-demand fields including Business Administration, Digital Marketing, IT, Service Management, and Hospitality. “We are delighted to bring our highly successful Rosebank College brand to Ghana and expand our university footprint outside of South Africa for the first time,” said ADvTECH Group CEO Geoff Whyte.
Click on the image below to read full SENS Announcement
Commenting on the six months ended 30 th June 2025, ADvTECH CEO, Geoff Whyte said: “Healthy enrolment growth, moderate fee increases, improved debtors control and continued margin improvement contributed to ADvTECH delivering another strong set of results.” “In the six months under review, we continued to build competitive advantage by investing in superior technology to enhance teaching and learning, further cementing our position as the leading provider of private education on the African continent.” Group: Operational and Financial Performance Revenue up 10% to R4 683 million (2024: R4 274 million) Operating profit up 14% to R982 million (2024: R865 million) Operating margin improved to 21.0% (2024: 20.2%) Normalised earnings per share increased by 16% to 113.0 cents (2024: 97.7 cents) Group revenue grew by 10% to R4 683 million for the six months ended 30 th June 2025 (2024: R4 274 million), driven by a 13% increase in the education division. Group operating profit increased by 14% to R982 million (2024: R865 million), with the education division’s operating profit increasing by 15%, supported by strong enrolment growth. Group operating margin improved to 21.0% (2024: 20.2%). Operating margin in the education divisions improved to 23.8% (2024: 23.5%) through the benefit of operating leverage and a continued focus on efficiencies. This more than offset the additional costs incurred to strengthen our brands through the introduction of additional global benchmarking measures, artificial intelligence tools to support personalised learning and enhanced student information systems. Normalised earnings for the period increased by 16% to R620 million (2024: R535 million) while normalised earnings per share increased by 16% to 113.0 cents (2024: 97.7 cents) per share. A continued focus on collection processes has seen gross trade receivables increasing by only 3% compared to a revenue increase of 10%. Loss allowances decreased to R488 million (2024: R494 million) , due to improved collections and favourable aging of the debtors’ book. Cash generated by operating activities increased by 18% to R2 303 million (2024: R1 959 million). Capital expenditure of R327 million was focused mainly on increasing capacity at existing sites to meet incremental demand. Dividend Announcement The board is pleased to declare an interim dividend of 45.0 cents (2024: 38.0 cents) per ordinary share in respect of the six months ended 30 th June 2025. Divisions: Operational and Financial Performance Schools South Africa Robust enrolment growth driving strong financial performance Revenue increased by 11% to R1 722 million (2024: R1 556 million) with all brands showing enrolment growth. Operating profit increased by 12% to R354 million (2024: R316 million) with operating margin improving to 20.6% (2024: 20.3%), benefiting from scale leverage. Strong enrolment growth at Pinnacle College Raslouw has necessitated the accelerated build out of the school. Pinnacle College Ridgeview opened in Roodeport in January and is performing in line with expectations.
