Matrics: No 2020 vision? It's not too late to start the new decade strong
The exams are over, the holidays are here. As thousands of Matrics from the Class of 2019 take a well-deserved break, excitement will start to build for those preparing to start their first year at university and a new phase of life as a young adult. But what about the many Matriculants who were so busy with the business of their last year at school, that they either neglected to consider their post-school options, or simply couldn’t manage to get all the university application admin done in time? Or those who didn’t consider further study, but have now had a change of heart?
“Now that all the work and stress of the exams are behind them, and as the view turns to the future, many Matriculants are finding themselves in a situation where they have no real plan or focus for the coming year,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.
“And this can be very unsettling - facing the blank canvas of the future while around you your peers are buzzing about going to study next year, campus life and their excitement about joining the world of work after graduation. But many may not realise that they still have options to put things in place for next year, and that they don’t need to consider 2020 a write-off,” he says.
“So if you were feeling left out, the good news is that you can still get a great strategy in place for next year, to kickstart your future.”
Ntshinga says that although registration for study at public universities are closed, prospective students who left it too late still have excellent options for pursuing their interests at those private higher education institutions which still accept applications during December.
“Your situation might even be a blessing in disguise, because prospective students are increasingly opting for studies at respected private institutions, because of their work-readiness approach and smaller class sizes. There is also a great focus on employability and guidance before, during and after studies,” he says.
In addition, it should be kept in mind that South Africa has a single quality assurance system and one National Qualifications Framework, so any institution offering a registered and accredited qualification – whether public or private – is offering a qualification of comparable standards and equal standing.
Ntshinga says those who are now keen to study next year but haven’t yet enrolled, should do their research and then go speak to a student advisor at a respected institution about the best course of action.
In a nutshell, their options are the following:
1) ENROL FOR A SHORT COURSE
“You don’t have to commit to a 3-year degree if you are not yet sure what you want to do career-wise. But at the very least, commit to developing your skills and not stagnating. There is a wide range of courses on offer in a variety of fields, all of which will allow you to get your foot in the door in the world of work,” says Ntshinga.
“Doing a short course will also allow you to both explore and refine your interests, and could lead to you identifying exactly what it is you want to do with your life if you haven’t been sure until now.”
2) ENROL FOR A HIGHER CERTIFICATE
A one-year Higher Certificate provides an excellent foundation, and allows students to attain a full qualification while at the same time mastering the essential skills needed for higher education success.
“A higher certificate is also a good option for those Matrics who do not expect to achieve a Bachelor’s pass, as it gives access to degree study,” says Ntshinga.
“With this qualification a student can enter the world of work after only a year of study, which is great news for those who may need to earn while they learn. Higher certificates are on offer across a wide range of disciplines and fields, so make sure that you opt for one which aligns with your career aspirations, and which will allow you to enrol for degree study later if you so choose.”
3) DEGREE STUDY
If you have made up your mind that you want to pursue a degree next year, there is still a chance that you can gain access at a private higher education institution - if you move quickly, says Ntshinga.
He says good institutions will have a range of registered and accredited qualifications very much like those on offer at public universities, and some additional qualifications uniquely geared toward the future of work.
“So have a look at the various faculties – of Commerce, Education, Humanities, ICT and Social Sciences on the institution’s website, and their degree offerings, and see what gets you excited.
“It is worth keeping in mind that a degree from a respected private institution is highly regarded among employers, particularly where the institution has a reputation for producing work-ready graduates who can make a positive contribution from day one, rather than having to struggle to translate the theory they learned at university into real-life application. After you have identified qualifications that look like a match for you, visit the institution, speak to a student advisor, and commit to a path that will set you up for a successful future.”
ADvTECH Updates
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.
Integrating coding into the early education years of South African students must be flagged as urgent rather than optional – a fact that was made abundantly clear at a recent global EdTech conference, education experts say. “Coding is not just about training the next generation of programmers or preparing students for tech careers, it’s about equipping students with the tools to think critically, create boldly, and collaborate effectively in a world shaped by technology,” says Dr Mario Landman, Head of Education Technology and Innovation at ADvTECH , Africa’s leading private education provider. Landman’s comments come in the wake of ADvTECH’s attendance at the BETT EdTech conference in London, a leading global education technology event which provides best practice insights into the evolving landscape of education and the strategic importance of technology integration. Darren Purdon, Academic Project Manager at ADvTECH, says visits to leading UK schools during the conference demonstrated innovative approaches to technology integration, including coding programmes for young learners and the development of bespoke educational software. “What is clear is that South Africa lags too far behind the rest of the world in integrating coding from an early age. While some leading SA private schools are on par or even ahead of their global peers, the vast majority of students in the public and even private education sector are not being exposed to the fundamentals that will set them up for success.” Landman explains that while it is understandable that within the context of resource and other constraints, students may not have access to the necessary technology, it is also true that the principles of coding can be taught and developed notwithstanding. WHY CODING IS ESSENTIAL As AI continues to rise, becoming ever more capable of routine coding tasks, the question might arise - why bother? “Integrating coding into curricula remains crucial because it fosters computational thinking, a universal skill set that transcends programming,” Landman says. “Coding teaches children how to break down complex problems, think logically, and design solutions systematically - skills that are vital in an AI-driven world where understanding and shaping technology is key. Beyond technical proficiency, coding cultivates creativity and collaboration as kids experiment, iterate, and work together on projects. These abilities prepare them not just to use AI tools but to innovate, adapt, and critically engage with technology.” This is essentially the answer to the question – will AI take my job in the future? “Developing a coder’s mindset ensures that students thrive in a future where human ingenuity complements AI advancements,” Landman points out. “By introducing coding basics from a young age, schools can harness children’s potential and build a foundation for lifelong learning.” GET CODING – REGARDLESS OF RESOURCES Landman says ADvTECH Schools have EdTech frameworks and supporting resources across all schools, with global best practice at their foundation, which ensures consistent, superior student outcomes, in particular with the recent integration of AI-driven and personalised learning tools. However, even in resource-constrained environments, innovative approaches and partnerships can make coding education accessible, he says. “As governments, educators, and communities prioritise digital literacy, the question is not whether coding should be part of education, but rather how quickly we can make it a reality for every child.” Many schools, particularly in underserved areas, face challenges in implementing coding education due to limited access to computers, software, or trained educators. However, innovative approaches can bridge this gap: Unplugged activities, such as using paper-based puzzles to teach algorithms or role-playing as “robots” to understand programming logic, require no technology and can be just as effective for introducing computational thinking. For instance, the CS Unplugged initiative has been adopted in over 50 countries, reaching schools with minimal resources. Low-cost tools like Scratch , a free block-based coding platform, can run on older computers or even tablets, making it accessible for schools with limited budgets. Partnerships with nonprofits such as code.org provide free curricula and training for teachers, reducing the need for specialised staff. For schools with intermittent internet access, offline coding tools like CodeMonkey ’s downloadable lessons or Raspberry Pi kits offer affordable solutions. “Teachers can also integrate coding into existing subjects, such as using data analysis in math or storytelling in language arts, to make it a natural part of the curriculum. Short, focused training sessions can empower teachers to guide students, even if they lack a computer science background,” Landman says. He says introducing coding in the early years is not about funneling every child into a tech career, but about equipping everyone with the basic tools to thrive in a digital future. “By learning to code, students become exposed to the language their future peers will speak, even if they don’t yet become fluent due to limited resources. By seamlessly integrating coding into early education, whether through high-tech platforms or resource-light unplugged activities, schools can empower every student passing through their doors.”
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 2025 The board hereby advises on its expectations of the financial results for the six months ended 30 June 2025. The group reports normalised earnings per share ("NEPS") as a way of excluding the effect of one-off transactions and corporate action costs from its results. Basic NEPS, Basic headline earnings per share (“HEPS”) and Basic earnings per share (“EPS”) for the six months ended 30 June 2025 are expected to be between 13% and 18% higher than the comparative reporting period for the six months ended 30 June 2024 ("the comparative period") or between 110.3 and 115.3 cents per share as compared to NEPS and HEPS of 97.7 cents per share and EPS of 97.6 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 2025 on the JSE’s Stock Exchange News Service on or about Monday, 25 August 2025. 12 August 2025 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
The school group shaping tomorrow’s classrooms across Africa From leafy Johannesburg suburbs to Nairobi’s bustling education corridors, South Africa’s ADvTECH is slowly but surely planting its flag across the continent. This week, the private education powerhouse confirmed it had acquired Regis Runda Academy in Kenya for R172 million, in a bold move that solidifies its ambition to become Africa’s most prominent education group. The new acquisition will operate under the Makini Schools brand and be renamed Makini Schools Runda . With space for up to 2,000 students, the Runda-based school is positioned in one of Nairobi’s most rapidly developing areas. It joins a growing network of six Makini schools in Kenya, all under the ADvTECH umbrella. “We are delighted to increase our Makini Schools footprint in Kenya and to bring the brand’s compelling proposition to parents and students,” said ADvTECH CEO Geoff Whyte. Why Kenya? Why now? Kenya’s private education sector has seen a notable boom over the last decade. With a growing middle class, an appetite for globalised curricula, and increased competition among international and regional schools, Nairobi has become a hotspot for premium education investments. Regis Runda’s acquisition gives ADvTECH strategic access to one of East Africa’s most promising education corridors. Runda, just northeast of Nairobi, is a magnet for upwardly mobile families, making it a prime location for the group’s next flagship school. This isn’t ADvTECH’s first rodeo in Kenya. Its Crawford International brand is already present in the region, alongside its existing Makini campuses. The group is clearly betting big on Kenya, and based on the numbers, it’s a calculated bet. Africa-wide ambitions take shape This latest move follows ADvTECH’s R135 million acquisition of five Flipper International Schools in Addis Ababa, Ethiopia, back in November 2024. Add to that its three schools in Gaborone, Botswana, and its soon-to-launch Rosebank International University College in Accra, Ghana — and you start to see a clear pattern emerge. While other South African education brands have focused inward, ADvTECH is going continental. In fact, the new Ghanaian university, expected to open in September 2025, is part of a long-term plan to expand the group’s tertiary education footprint across key African cities. It’s a smart play — following the student journey from nursery to university under one trusted banner. Social media sentiment and local buzz Reactions to the acquisition have been largely positive, with Kenyan parents and education commentators noting the move as “a welcome boost to quality learning options in Nairobi’s northeast.” South African LinkedIn users, meanwhile, applauded ADvTECH’s forward-thinking strategy, with one comment reading: “Love to see a South African brand going global the right way — focusing on quality education and building African futures.” The big picture: South Africa’s export isn’t just wine or gold — it’s education At a time when local universities are grappling with funding challenges and public schooling faces deep systemic issues, the growth of ADvTECH shows that private education remains one of South Africa’s most valuable exports . Its move into other African countries signals something bigger: that local companies don’t need to look to Europe or the US for global growth. The next frontier is right here, on the continent — and the classroom is where the future is being built. Source: Business Tech
ADvTECH acquires Regis Runda Academy in Nairobi 2 000 student capacity school will be integrated into the fast-growing Makini brand
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH”) VOLUNTARY ANNOUNCEMENT – ADvTECH acquires established Kenyan based Regis Runda Academy and further expands its footprint in East Africa ADvTECH, Africa’s leading private education provider, has expanded its Makini Schools offering in Nairobi, Kenya, by acquiring Regis Runda Academy for KSh1,23 billion (approximately R172 million). Situated in the fast-developing Runda area, northeast of Nairobi, the school, with a current capacity of 2 000 students and a full K – 12 offering, will be rebranded as Makini Schools Runda. ADvTECH has committed to investing in AI-powered digital learning tools and significant enhancements to sporting facilities at the Regis site to elevate student experience and maximise academic outcomes. In November 2024 ADvTECH acquired Flipper International School in Addis Ababa, Ethiopia. These developments reinforce the group’s commitment to providing superior private education across the African continent. Commenting on the acquisition of Regis Runda Academy, ADvTECH CEO, Geoff Whyte said: “We are delighted to increase our Makini Schools footprint in Kenya and to bring the brand’s compelling proposition to parents and students in one of the fastest developing regions of Nairobi.” 7 August 2025 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited
The Independent Institute of Education (The IIE), South Africa’s leading private higher education provider, has set a new benchmark for technology-enabled learning in the country by designing a comprehensive education technology ecosystem with Brightspace, the flagship platform of global EdTech leader D2L, as its foundation. This initiative marks the beginning of a transformative, technology-driven learning experience for over 65,000 students across The IIE’s tertiary education brands and Evolve Online School, representing the largest implementation of the Brightspace platform in South Africa to date. Brightspace is a cutting-edge learning management system (LMS) that moves beyond the limitations of traditional, static content delivery of traditional LMS platforms. It seamlessly integrates advanced digital tools, artificial intelligence, and interactive features to create engaging, data-informed educational experiences. “This strategic investment underscores The IIE’s commitment to redefining higher education in South Africa through innovation, scalability, and student-centric design,” says Louise Wiseman, Managing Director of The IIE ’s Varsity College, Vega & IIE MSA. Brightspace serves over 20 million students globally across schools, higher education institutions, enterprises, and membership organisations. Its adoption by The IIE marks a groundbreaking shift in South Africa’s higher education landscape, as it is among the first platforms of its kind to seamlessly integrate sophisticated content authoring tools, world-class accessibility features, a student-centric design, and advanced learning analytics. “Unlike traditional learning management systems used in South Africa, Brightspace offers a seamless, intuitive user experience with unparalleled customisation and interactivity. Its implementation across The IIE’s portfolio of over 130 programmes, from Higher Certificate to Doctorate level, positions it as a pioneering solution tailored to meet the unique demands of South African students and educators,” says Wiseman. Dr Mario Landman, Head of Education Technology and Innovation at The IIE, says the institution selected Brightspace after an extensive evaluation of the world’s leading LMS platforms. The selection process prioritised feature richness, user experience, scalability and alignment with the organisation’s commitment to delivering an enhanced and future-focused academic product. “Brightspace emerged as the optimal choice as its advanced tools, customisation capabilities and collaborative features perfectly align with our vision of fostering an enriched learning experience for our students and faculty,” he says. Brightspace stands out from other platforms in the South African market due to its innovative features and alignment with modern educational needs. One of its key strengths is its interactive, AI-enhanced content creation tools, which allow educators to develop dynamic course materials - such as videos and gamified elements - without the need for advanced technical expertise. This capability promotes greater student engagement and personalisation of learning by moving beyond the static content delivery model typical of traditional LMS platforms. Additionally, the platform provides Advanced Learning Analytics that enable educators to monitor student progress, identify challenges, and optimise outcomes. This data-driven approach empowers institutions to make informed decisions to enhance teaching and learning. It also supports modern pedagogies, and is scalable and flexible. “Brightspace is a game-changer for the higher education sector in South Africa, where diverse student populations require tailored educational solutions to ensure each student has the opportunity and ability to perform to the best of their ability, and to ensure consistently superior academic outcomes,” Wiseman says.
