ADvTECH digital journey – the goal is uninterrupted learning

Article provided by Microsoft


As we reflect over the last 2 years and the COVID-19 pandemic, it is surreal to see how far we have come and how resilient we have become. It is perhaps even stranger to suggest that the COVID-19 pandemic has become the catalyst to even better teacher and student engagement and innovation.


Looking at an organization like ADvTECH schools division who are an experienced educational provider with 9 brands in the schools division and 9 brands in the tertiary division, we see how they have showcased their innovation and technological prowess using the Microsoft 365 suite. As a part of this suite Microsoft Teams was used to ensure students and teachers remain connected and engaged during hard lockdown levels where they could not attend classes in person. What is even better is the agility of the Microsoft 365 suite, its apps, and its immense collaborative ability which has given teachers the ability to still make use of the platform as students returned to the classrooms.


The goal is uninterrupted learning

When telling the ADvTECH schools division story and their drive to ensure uninterrupted learning we need to understand that when the Covid-19 pandemic hit the shores of South Africa, many of their schools were in the middle of a school holiday. Caryn Bakewell, a Maths teacher at Crawford International Ruimsig remembers the experience by saying, “For both educator and the student it was really tough to transition to remote learning because of the time frame we were under. We went into hard lockdown in the middle of a school holiday, so we had to start a brand-new term 100% online. As staff we received training and support from the ADvTECH schools division central academic team as well as having practice runs. The students and their parents were all sent how to guides which equipped them to understand what to do on the first day of school. There wasn’t a convenient way to ease into being online but as a team we made it work.”


Let us look at it this way, students that are in school today have never lived in an era where there’s not been technology right at their fingertips, so one could say it has been a long time coming that a great platform such as Microsoft Teams is introduced into schools. For ADvTECH schools division, Teams has probably been the most important platform to ensure uninterrupted learning for students. As a communication and collaboration platform it allows students and teachers to have remote class sessions, one on one sessions, receive and submit assignments, and most importantly stay engaged. Teams is also not a standalone platform but integrates seamlessly with over 700 applications which is designed to give its user great engagement opportunities.

 

Collaboration made easy with Microsoft Teams

An important element when looking at Teams is collaboration, the platform offers the broadest and deepest toolkits for content creation and personalized learning for students which makes modern classroom collaboration a breeze. For ADvTECH schools division, Teams helped teachers manage their daily workflows a lot easier than ever before. Using Teams, they were able to make announcements quickly and efficiently, share resources and class notebooks, create, upload and grade assignments. Because Teams is a digital hub, many if not all the students at the different schools could work together anytime, anywhere, and on any device. It also helped the teachers maintain a good connection with their students and collaborate effectively with their peers. Many of the teachers at ADvTECH schools division loved the collaboration Teams had to offer. Mmaki Malepe, a teacher at Trinityhouse Glenvista said “The biggest feature Microsoft Teams has is one that encompasses the 21st century skill that we teach which is collaboration. Teams has this incredible feature where we can have breakaway rooms in various subgroups so when we are doing a task in class we able to breakdown into smaller groups and complete the tasks.”


There are many elements in Teams which were used with great success during the hard lockdown, many of these features are not solely restricted to remote learning and most teachers and schools have decided to incorporate them into their in-person classes. A standout feature which teachers spoke highly of was the ability to record lessons. This was found to be the game changer for student as they could now watch and catch up on any missed work. It also helped the teachers to assess their teaching methods, how students engaged in the classes, and in turn helped to give teachers an indication on the students to follow up with.


Abbotts College in Johannesburg South is one of the schools that found great benefit in recording the class sessions on Teams – Yumna Moosa Deputy Principal at the school says “through recorded lessons, revision sessions have been made a lot easier because students are able to watch the recorded lessons and catch up on any work they have missed. It also improves my teaching because I am able to go back and view my lesson to see if I have done my best when it comes to interaction with my students and to gauge their level of interaction.”


The chat function on Teams has been a huge advantage to both teachers and students, in many instances it has given students the confidence to ask teachers questions where they would either be too shy or nervous to speak in front of their peers. Secondly, instead of students only being able to ask questions during school hours, while studying at home they would ask their teachers a question on the chat function and get an immediate response.

Caryn Bakewell Maths teacher at Crawford International Ruimsig shares that “the chat function in Teams has opened up a whole new world to us as educators in terms of academic support. A student may not be comfortable raising their hand and asking a question in class, and now they can access the chat function and send a private message to the teacher with their question. This has been great in bridging that gap so we can help the students that need the help the most.” This helped ADvTECH schools division become better focused on the learners and give them an educational advantage during an uncertain period.


Educators use a variety of apps to improve learning outcomes

An incredible accomplishment that the ADvTECH schools division need to be proud of is that in a short space of time the teachers and schools were able to make the most of the Teams platform and successfully integrate several Microsoft apps onto Teams for an incredible learner and teacher experience. Some of the apps that were integrated successfully were Sways, Forms, Insights, & Whiteboard.


Ilze Kellerman a teacher at Pinnacle College in Waterfall enjoyed using Microsoft Sways as it was an easy way to create and share class summaries, interactive reports, presentations, media resources, and many other elements, that support the learning journey. She says that “Sways was a useful tool in having a record of the whole lesson. I could have my lesson notes and videos that I showed the students incorporated onto the tool as well as links to some quizzes we had done. It also helped students to go back to the Sway to recap and take the quizzes as a way of revision. An added beauty to Sways was I could add it as a tab to certain channels within Teams which helped to keep all the content organized”


Microsoft Forms has proven to be an effective tool for both teachers and students. With Microsoft Forms, you can create surveys, quizzes, and polls, and invite students to respond to it using almost any web browser or mobile device. With Microsoft Forms you get real-time results as they are submitted, use built-in analytics to evaluate responses, and export results to Excel for additional analysis. Microsoft Forms was and is still being used by teachers to create quizzes, assignments, and provide feedback.


Teachers at ADvTECH schools division loved the way Forms integrated into Teams as it kept record of all student marks and provided them with a holistic picture of the students’ progress and understanding.


As one could imagine a major adjustment for students was having the self discipline to attend the online lessons and engage while trying to conquer all the distractions which being at home presented. To monitor children’s engagement in the different classes Microsoft Insights for Teams came to the rescue.


Yumna Moosa deputy principal at Abbotts College in Johannesburg South stressed the importance of the Microsoft Insights app in Teams. She shares how “as a teacher I can see when my students login because sometimes they are not able to join a live lesson, but I can see when they logon to access the material and how long they engaged with the material. This helped to provide great feedback to the parents on the level of engagements the students had and became easier to create a roadmap of success for each student.”


A “stunning tool” as Natalie Grove a Science and Technology teacher at Crawford International Ruimsig puts it was the Microsoft Whiteboard app. For a teacher like her that relies on illustrations and drawings to best explain her lessons, she felt the Microsoft Whiteboard was a great tool for her to be effective in her classrooms. She says that “the Microsoft Whiteboard application was stunning especially the fact that it is an infinite whiteboard, meaning I could do something on one part, while do something else on another part. I could send screenshots and PDFs of what I was doing to the students which made this a fantastic resource. It is still an application I enjoy using post the hard lockdown.”


Leveraging Microsoft Teams to support students’ mental well-being

ADvTECH’s schools division central academic team and brands understood that as anxieties were rising, they needed to ensure that the students’ mental wellbeing was being monitored. As social beings that rely on cooperation to survive teachers and schools understood that remote learning would take its toll on the students over time. So, they decided not to just use Teams as a method to teach but to use it as a tool to engage with their learners.

The chat function worked incredibly well in this regard and in many instances, teachers encouraged students to share how they are feeling using emoji’s, GIF Images, one liners, or just a word. They could do this by dropping it on a group chat or in a private chat to the teacher. Dean Barber, a Technology teacher at Trinityhouse Glenvista says that “it was a priority that we would give the students the opportunity to tell us how they are feeling; we would encourage them to use emojis, GIFs, or type a sentence, it didn’t matter the main thing was that there was an opportunity for the students to express themselves” Many teachers such as Daniella de Wit from Pinnacle College in Waterfall had show and tell sessions using Microsoft Teams. Students would take the class on a virtual tour around their house, meet their pets, and get a glimpse of their room she described it as a fantastic way for students to know that they were not alone.


The ADvTECH schools division took full advantage of Microsoft technologies to advance the education of their students. The Microsoft 365 suite has been an effective, productive, collaborative, and engaging tool for ADvTECH schools division. This incredible suite of Microsoft products has given the organisation’s educational brands the ability to ensure that learning during hard lockdown was uninterrupted.



Microsoft is a proud Partner of the NSBC



ADvTECH Updates

AI in education: SA must urgently innovate & invest to close the divide

By Tamara Thomas • December 2, 2025
Education expert outlines the 5 pillars required to support AI success in Africa

Appointment of Lead Independent Director (“LID”)

By Tamara Thomas • November 28, 2025
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH”) APPOINTMENT OF LEAD INDEPENDENT DIRECTOR (“LID”) In compliance with the JSE Listings Requirements, shareholders are advised of the following changes to the important function of a director. Harvey Christophers (“Harvey”), currently an independent non-executive director and member of the Audit and Risk, Investment and Remuneration Committees, has been appointment as Lead Independent Director with effect from 27 November 2025. Harvey will also being taking over the role of Chairperson of the Audit and Risk Committee, effective 1 January 2026, following the retirement of Keith Warburton as published on SENS, 8 April 2025. 28 November 2025 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited

DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY

By Tamara Thomas • November 26, 2025
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer of the Company. 

Empowering South Africa’s teachers: why professional development is crucial as tech advances

By Tamara Thomas • November 26, 2025
SIRIUS teaching and learning centre provides a blueprint for successful upskilling of educators Technological advancements in education have made continuous professional development of teachers more crucial than ever. With the rise of artificial intelligence, shifting pedagogical approaches, and increasingly diverse classroom needs, educators must be equipped not only with subject knowledge but also with the tools and strategies to foster meaningful learning experiences. Simply put, all the tech in the world won’t make a meaningful impact if teachers are not empowered to use the available tools – such as ADvLEARN and MAP, which act as teacher assistants - effectively. “Teachers are lifelong learners. Their role extends far beyond delivering content, it’s about ensuring students truly understand and engage with what they’re learning. When students struggle, effective teachers ask: What can I do differently to help them succeed? This mindset underscores the importance of ongoing professional development,” says Darren Purdon, Academic Project Manager at JSE-listed ADvTECH, Africa’s leading private education provider. Professional development opportunities allow teachers to stay current with educational trends, refine their teaching practices, and collaborate with peers. Sharing best practices within and across schools creates a culture of growth and innovation, ultimately benefiting student outcomes, he says. “It is important to understand that great teaching can be learned. However for this to happen, institutions must create spaces where educators can access curated resources, attend workshops, and engage in meaningful dialogue about teaching and learning.” Purdon says ADvTECH’s commitment to the continuous professional development of its academics and teachers, has led to the development of SIRIUS, a unique teaching and learning centre that now forms a central part of the private education group’s employee value proposition. “While developed within ADvTECH, the approach of SIRIUS reflects a broader commitment to educational excellence. SIRIUS offers short courses, online sessions, podcasts, and curated materials designed to support teachers and lecturers in their professional journey. “And with more than 6 088 educators actively using the platform, having completed more than 13 200 courses since the centre’s launch in March, it’s clear that teachers value accessible, relevant, and practical development opportunities.” Purdon says SIRIUS also serves as a central hub for tracking professional growth, enabling educators to earn badges upon course completion and contributing to formal skills development reporting. “Its structure, offering in-person facilitation, real-time online sessions, and self-paced learning, ensures flexibility and inclusivity,” Purdon says. “Additionally, ADvTECH has ensured that the centre’s goals align with global benchmarks: fostering innovation in teaching, and using research to inform best practices. By focusing on specific areas of teaching, educators can directly impact student learning and achievement.” In a world where change is constant, investing in teacher development isn’t optional, it’s essential. Whether through institutional platforms like SIRIUS or broader collaborative efforts, empowering educators means empowering students. And that’s a future worth building, says Purdon.

IEB CAPS vs Cambridge: How to choose the right curriculum for your child

By Tamara Thomas • November 25, 2025
Choosing the right academic path for your child is one of the most important decisions you will ever make, and parents torn between IEB CAPS and Cambridge International often do not know what they need to consider before making the call. Both of them are two strong, well-regarded curricula offering unique benefits and structures, however deciding which one is the best fit for your child is not a straightforward consideration. “Each track has unique characteristics which need to be matched to a child’s strengths, learning style, and long-term goals,” says Colin Northmore, Executive Head at ADvTECH’s Evolve Online School. Northmore, who is in a unique position to offer unbiased insights into the benefits and challenges of both paths, as Evolve offers both the Cambridge International and the IEB CAPS curricula, says parents should take heed of the below factors and considerations when determining which curriculum is best suited to their child: LOCAL VS GLOBAL If you are looking at IEB CAPS, you are looking at a proudly South African curriculum. It is overseen by the Independent Examinations Board (IEB) and based on the CAPS framework - the Curriculum and Assessment Policy Statement. It is built with South African learners and contexts in mind. On the other hand, Cambridge International is a British-born curriculum developed by the University of Cambridge. It is offered in across 160 countries and is widely accepted by universities worldwide, from the UK and USA to South Africa, Australia, and beyond. CONTENT AND METHOD The IEB CAPS curriculum offers a broad and consistent subject range, with learning that is often more teacher-led and structured. Everything is outlined by national policy, meaning learners are typically working through the same topics at the same pace across the country. Cambridge, in contrast, allows for greater subject choice and flexibility, especially from the IGCSE stage (around Grade 10). It encourages students to think critically, research independently, and take ownership of their learning. It is ideal for learners who enjoy diving deep into topics and working with autonomy. ASSESSMENTS Assessment styles are where the two curricula diverge substantially. IEB CAPS strongly emphasises continuous assessment, things like projects, practicals, orals, and classwork all count toward the final result. It is a more “all-year-round” picture of how your child is doing. Final matric marks are what universities look at when deciding on admissions in South Africa. Cambridge leans heavily into formal exams, especially in the IGCSE, AS, and A Level years. These exams are set and marked externally and follow an international standard. While there are internal assessments in some subjects, exam success is key. The exams are typically written in phases: IGCSE around Grade 11, AS Levels in Grade 12, and A Levels in Grade 13. CURRICULUM FIT Determining which curriculum best suits your child will, to a great degree, depend on their personality and learning style. IEB CAPS tends to suit students who do well in a structured and guided environment, with steady support and a clear path forward. If your child aims to study in South Africa, this is a solid, widely recognised choice. Cambridge International works well for independent, inquisitive learners who flourish when critical thinking is called for. It is also the ideal curriculum if your child is considering studying abroad or wants to develop globally transferable skills. COST AND ACCESSIBILITY IEB CAPS is generally more affordable than Cambridge International, especially in South African private schools. Being locally developed, it also aligns well with existing public infrastructure, making it more accessible to a broader range of families. In contrast, Cambridge schools may have higher tuition fees due to international accreditation, additional examination fees, and the extended Grade 13 (A-Level) year. TEXTBOOK AND RESOURCE AVAILABILITY IEB CAPS textbooks and teaching materials are widely available through local publishers and bookstores, often at a lower cost. Resources are tailored to South African contexts and align directly with CAPS topics. While high-quality and globally relevant, Cambridge resources can be more expensive and harder to source locally, especially in print. However, digital resources and international publishers offer increasing accessibility. AVAILABILITY OF SCHOOLS IEB CAPS is widely implemented across South African independent schools and recognised by the South African Council for Quality Assurance in General and Further Education and Training (Umalusi). While growing in popularity, Cambridge International is offered in fewer schools nationally. That said, the number of registered Cambridge schools and online learning providers is increasing rapidly across South Africa and the continent. With this rapid increase, parents should however be warned to ensure that their school is well equipped to teach the curriculum and provide the logistical and other support required to be successful. SUPPORT FOR SPECIAL EDUCATIONAL NEEDS IEB CAPS offers structured support through assessment, accommodations, and the involvement of educational psychologists, particularly for learners with documented barriers to learning. Cambridge International also provides support mechanisms, including access arrangements and modified papers for learners with special educational needs. However, implementation depends significantly on the school’s policies and capacity to support diverse learning needs.  UNIVERSITY CONSIDERATIONS Both curricula open doors, but in different ways. IEB results are used to calculate the APS scores required for South African university applications. Cambridge qualifications, particularly AS and A Levels, are accepted locally and internationally, including at top universities in the UK, USA, Europe, and South Africa. For global opportunities, Cambridge provides a more familiar format to international admissions offices. “When considering which curriculum to choose for your child, there is no right or wrong answer. However it is important to consider learning style, future aspirations and the level of support a student might need. Whether aiming for local strength or global reach, IEB CAPS and Cambridge International both offer robust academic preparation, so the key is finding the fit that empowers your child to thrive,” Northmore says.

DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY

By Tamara Thomas • November 12, 2025
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER OF THE COMPANY In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer of the Company.

ADvTECH welcomes DHET policy for the recognition of institutional types

By Tamara Thomas • November 12, 2025
JSE-listed ADvTECH welcomes the long overdue gazetting of the Policy for the Recognition of South African Higher Education Institutional Types (Government Gazette No. 53515, 17 October 2025). “This development is an important next step to ensure private higher education institutions can rightfully be designated as universities alongside their peers in the public sector,” commented ADvTECH CEO Geoff Whyte. The Department of Higher Education and Training (DHET) has indicated that draft regulations pertaining to the application process, timelines and specifics of criteria will be released for public comment within the next three to six months.  “As soon as it is possible, ADvTECH will apply separately for university status for both its Rosebank International and Emeris brands,” concluded Whyte.

Private HE is an indispensable part of the larger ecosystem

November 12, 2025
Article by Dr Linda Meyer By educating more young people, South Africa can enhance its human capital, drive innovation and bolster its position as a regional knowledge hub. Yet, this potential remains largely untapped: hundreds of thousands of qualified South African youth are barred from higher education each year due to financial and capacity constraints. The National Student Financial Aid Scheme (NSFAS), intended as a crucial support for disadvantaged students, is itself ensnared in administrative chaos. Simultaneously, public universities can accommodate only a fraction of the demand. This article explores the pressing need to unblock the NSFAS funding pipeline, the structural pressures underpinning the access gap, the policy and political failures perpetuating the status quo, and evidence-based solutions to sustainably expand higher education access. Massification has arrived South Africa is experiencing a surging demand for higher education that far outstrips the capacity of its public universities. Each year, the number of school-leavers achieving a bachelor pass in the National Senior Certificate exam has been growing. In 2024 alone, roughly 337,000 matriculants earned bachelor-pass marks, qualifying them for university studies. This reflects a broader trend of massification – as the country’s youth population grows and more families see university as the gateway to the knowledge economy, higher education has shifted from an elite pursuit to a mass aspiration. Yet public universities can only enrol about 200,000 to 210,000 new undergraduate students a year. Government enrolment plans, limited infrastructure, and funding constraints have effectively capped first-year intake at this level, year after year. The result is a gaping chasm between demand and supply. In 2024, approximately 127,000 qualified students had no seats at public universities. Each year, well over 100,000 capable young people are, thus, left on the sidelines – a “persistent pool of qualified but unplaced students” with dashed hopes. This unmet demand has several immediate consequences. Firstly, it has given rise to a parallel private higher education sector that is rapidly expanding to absorb those shut out of public universities. Private institutions now enrol over 20% of all higher education students in South Africa and have nearly tripled their numbers since 2010. Major private providers – from multinational college networks to specialised institutes – are growing at 6%-7% annually, far outpacing the stagnant public sector. This growth underscores the extent of latent demand beyond the public universities’ cap. Secondly, pressure is spilling over to other parts of the post-school system. Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) programmes are facing rising enrolment requests as alternative pathways for those who cannot secure university places. However, these sectors have their own capacity and quality constraints and have not been scaled up sufficiently to absorb the overflow. Policymakers thus face an acute dilemma: how to expand access for a growing youth population without overwhelming the system. The tension between widening participation and maintaining educational quality and financial sustainability is palpable. For the past decade, the de facto approach has been to ration limited public university seats while offering NSFAS bursaries to a subset of students, a strategy now buckling under the dual crises of insufficient seats and inadequate funding. The Access Gap Several structural forces are intensifying South Africa’s higher education squeeze. Demographic trends are a fundamental driver: improved access to schooling has produced larger cohorts of matriculants eligible for tertiary study each year. Over 705,000 students sat the matriculation exam in 2024, with more than 615,000 passing – an 87% pass rate. Compounding this is regional migration. South Africa attracts students from neighbouring countries in the Southern African Development Community, or SADC, region, as political and economic instability in countries like Zimbabwe and Namibia drives many youth to seek education opportunities in South Africa. Economic inequality within the country is another structural factor. Extreme income disparities mean that many university-eligible students cannot afford higher education without financial aid; more than 556,000 candidates in the matric class of 2024 were beneficiaries of social grants. Public funding limits form a hard ceiling on expansion, as higher education must compete with other pressing public needs amid slow economic growth, international pressure from the likes of the United States, and high debt-to-GDP ratios. Fixing NSFAS NSFAS was conceived as a lifeline for students from low-income families, but it has become a bottleneck stifling the system. Chronic administrative failures have led to repeated delays in disbursing student allowances, often leaving students stranded without food or accommodation and sparking protests that disrupt the academic calendar. NSFAS disclosed to parliament that, in 2025, it is oversubscribed by ZAR10.6 billion (about US$606 million) for university education. These operational breakdowns are exacerbated by weak governance and frequent leadership changes, undermining ongoing improvement. Consequently, the scheme intended to widen access has become a source of instability on campuses. Financially, NSFAS is unsustainable. The scheme now consumes nearly 36% of the entire higher education budget – about ZAR50 billion annually – yet still fails to meet student funding needs. Its funding allocation has grown explosively (from ZAR48.7 billion in 2025 to a projected ZAR53.4 billion by 2027) without evidence of improved efficiency. Despite this massive expenditure, NSFAS cannot cover all eligible students: more than 615,000 learners qualified for higher education in 2024, but many went unfunded. Those most affected are the very students NSFAS is meant to help – youths from working-class and poor households, who are disproportionately harmed by delayed or denied funding. NSFAS’s loan book is plagued by rising debt and negligible recovery from graduates, indicating that the current model, essentially a grant for most recipients, is fiscally broken. Governance scandals compound these issues. Persistent allegations of corruption, irregular tenders and maladministration have eroded public trust. Oversight is feeble: NSFAS has struggled to effectively monitor the private service providers tasked with disbursing student living allowances, leading to funds going missing or being paid late. The systemic consequences are dire. The failure of this state-led funding model is undermining confidence in the government’s ability to deliver on its education rights commitments. It also exacerbates inequality (only students with other means or exceptional persistence can survive the funding shortfalls) and fuels instability as frustrated, debt-burdened youth take to the streets – as is the case at the University of Fort Hare. Moreover, NSFAS’ failures push thousands of unfunded students towards private colleges or the labour market, highlighting the fragility of the public system and shifting the burden to families or private institutions. In short, fixing NSFAS is a first-order priority: without a functional student aid system, expanding access will remain an empty promise. Growth in private providers The rapid expansion of South Africa’s private higher education sector represents one of the most profound shifts in the country’s post-school landscape since the dawn of democracy. In less than two decades, private higher education institutions (PHEIs) have evolved from niche providers serving a small professional market into a substantial and growing component of the national higher education system. Whether the Department of Higher Education and Training (DHET) embraces it or not, private higher education is now an indispensable part of the larger ecosystem, absorbing unmet demand, diversifying access pathways, and increasingly shaping national skills. The empirical evidence is striking. Between 2010 and 2023, PHEI enrolments almost tripled – from 90,767 to 286,454 students – reflecting an annual growth rate of around 6%-7%, compared to the public university system’s near stagnation in total enrolments, which have plateaued at roughly 1.07 million since 2017. At this pace, and, assuming modest public institution expansion, projections show that private higher education could surpass the public university system in total enrolments between 2045 and 2049. These figures challenge the long-held assumption that higher education is, and must remain, predominantly a public endeavour. Instead, they reveal a structural rebalancing of the system. It is into this vacuum that private institutions have stepped, often more agilely and responsively than their public counterparts.

ADvTECH launches groundbreaking academic centre of excellence

By Tamara Thomas • October 30, 2025
Setting new benchmark in African Higher Education

ADvTECH’s Maragon Mooikloof Achieves Top Honours at Northern Gauteng Science Expo

By Tamara Thomas • October 22, 2025
Students from ADvTECH’s Maragon Mooikloof showcased impressive scientific talent at the 2025 Northern Gauteng Senior Science Expo, earning multiple medals and reaffirming The ADvTECH Advantage of consistent, superior academic outcomes. Held on 19–20 September 2025, the Expo brought together some of the region’s most promising young scientists, engineers, and innovators. Competing against top-performing schools from across Northern Gauteng, Maragon Mooikloof learners impressed judges with their creativity, analytical thinking, and practical application of scientific principles standing out as some of the event’s top achievers. Outstanding Achievements for Maragon Mooikloof Students The school’s students demonstrated exceptional ability across several categories, earning both silver and bronze medals for their innovative project s.