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



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First Steps to Global Success as RIUC’s Inaugural Students Kick Off 2026 Academic Year

By Tamara Thomas • January 21, 2026
Rosebank International University College (RIUC), the groundbreaking institution launched last year by Africa’s leading private education provider, the ADvTECH Group, today proudly welcomed its inaugural cohort of students. Hundreds of exceptional first-time students, carefully selected from an overwhelming pool of more than one thousand highly competitive applications, have now officially commenced their transformative academic journey at RIUC . This select cohort now embarks on an unparalleled opportunity – one that will equip them with the advanced skills, cutting-edge knowledge, and innovative mindset essential to meet the evolving demands of the global workforce in the Fourth Industrial Revolution and beyond. Dr Linda Meyer, President of Rosebank International University College, and MD at The IIE’s Rosebank College and Waterfall School of Business (WSB), said: “Today marks an historic step as we welcome our pioneering inaugural cohort.” “Backed by ADvTECH’s pan-African vision, our accreditations, global partnerships, and GETFund support, RIUC is delivering inclusive, innovative education that prepares students for success in the Fourth Industrial Revolution and beyond, while rooting excellence in African leadership.” “As they step onto the modern campus in Accra for the start of the 2026 academic year, these pioneering students are not only beginning their higher education, but also contributing to a significant milestone in Ghana’s tertiary landscape.” “They are positioned to become future leaders, innovators, and global professionals who will drive meaningful progress both locally and internationally,” she added. RIUC offers accredited programmes across its faculties, including high-demand qualifications such as: Bachelor of Computer and Information Sciences Bachelor of Commerce in Supply Chain Management Bachelor of Hospitality Management Bachelor of Computer and Information Sciences in Application Development Bachelor of Information Technology in Business Systems Bachelor of Commerce in Digital Retail Entrepreneurship RIUC is truly positioned as a hub for global learning, boasting partnerships with: Ghana Tertiary Education Commission (GTEC) Capsicum Culinary Studio (endorsing culinary programs with global industry ties) Association of African Universities Golden Key International Honour Society (global network for high-achieving scholars) ADvTECH and Rosebank College South Africa “Our new students can look forward to international exchange programmes, immersive study abroad opportunities, and access to globally recognized qualifications,” Dr Meyer says.  With limited remaining space, prospective students for 2026 and beyond are encouraged to register immediately—online at www.riuc.edu.gh/application—registration or by visiting the campus.

Future ready by design: What sets Pinnacle College Kyalami apart?

January 21, 2026
Pinnacle College Kyalami is a school intentionally designed for their community, one in which adaptability, digital fluency and human skills matter as much as academic knowledge. Its educational model blends strong academic foundations with innovation, personalisation and holistic development to prepare learners for futures that are still unfolding. A defining feature of the school is the purposeful integration of technology into everyday learning . Classrooms are equipped with modern digital tools that support interactive, blended and inquiry-based learning. From Grade 0, students are introduced to coding, robotics and computational thinking , helping them develop problem-solving skills, logical reasoning and creative confidence with technology, not as an add-on, but as part of the learning culture. In Grades 4 to 6, mathematics is supported by ADvLEARN , an AI-enhanced approach to learning that enables teachers to track learner progress with greater precision and tailor targeted support or extension to individual needs. This is further strengthened by the school’s Individual Education Plan (IEP) framework, ensuring that each learner’s academic, emotional and developmental needs are understood and supported in a structured, intentional way. Pinnacle College Kyalami also offers a boarding environment for up to 100 learners , providing a secure, nurturing and structured setting that extends learning beyond the classroom. Boarding supports independence, leadership and social development, while offering families a balanced blend of care, routine and opportunity. The campus itself is designed as a “playground for the future” , a space where curiosity is encouraged, collaboration is natural and learning is active. Through project-based work, interdisciplinary thinking and experiential opportunities, learners are supported to engage deeply, think critically and apply knowledge meaningfully.  Together, these elements create a learning environment that is not only academically sound, but future-focused by design, developing learners who are confident, capable, adaptable and ready to thrive in a world of constant change. Pinnacle Colleges, a member of the ADvTECH Schools Division, is a leading provider of future-focused education from early learning through to high school. Guided by our promise of Focus for Success, we combine academic excellence with innovation to provide structured pathways and modern learning environments. Our mission is to be the leading school brand for students pursuing tertiary education. By integrating data-informed teaching and technology-enhanced learning, we partner with parents to nurture confident, values-driven young people. With a legacy of excellence and a commitment to personal growth, Pinnacle Colleges prepares students to thrive in a rapidly changing world.

Beyond the brochure: What really matters when choosing a university

By Tamara Thomas • January 20, 2026
Choosing a public university or private higher education institution is one of the most important decisions prospective students will ever make, and also one of the hardest. While hundreds of thousands of students have already been accepted into further study for 2026, many others still have to make the call before the official start of the academic year. For these students, and senior high students who will have to consider their next steps in coming months and years, it is important to look beyond the brochure, an education expert says. “For some, choosing a higher education institution is about a taking the first independent step. For others, it’s about returning to study after years in the workplace, fitting lectures around meetings, assignments around family life, and ambition around reality,” says Nadia Landman, Head of Academic Quality Management Systems at ADvTECH’s Independent Institute of Education. 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How accessible are lecturers outside of office hours? Are sessions recorded and made available should I miss a lecture? Institutions that understand student reality, across ages and stages, can explain clearly how they support learners before pressure becomes a crisis. WHO IS ACTUALLY DOING THE TEACHING? Behind every qualification is a lecturer, or a team of lecturers, responsible for turning content into learning. Qualifications and experience matter. But so does engagement, responsiveness, and an understanding of who is sitting on the other side of the desk or screen. “Adult learners bring professional experience, practical questions, and limited time. Parents want reassurance that lecturers are not only knowledgeable, but attentive and accountable. Strong institutions support their lecturers to teach well, and they take student feedback seriously,” says Landman. WORKING WITH REAL-WORLD REALITIES Few people still believe that a qualification alone guarantees a career. Parents worry about employability and adult students worry about relevance. Both are asking the same underlying question: Will this programme help me adapt to a changing world? “Curricula should not be static documents. They should evolve with industry, technology, and society. Institutions committed to quality review their programmes regularly, involve industry voices, provide work integrated learning opportunities, and assess students in ways that reflect real-world complexity, not just academic theory,” says Landman. “The aim is capability, not just completion.” WHY QUALITY AND GOVERNANCE MATTER Accreditation, assessment moderation, and academic integrity may sound bureaucratic, but they quietly protect the value of the qualification, and the effort invested in earning it. “Quality systems aren’t about red tape,” says Landman. “They exist to ensure fairness, credibility, and consistency, whether you’re studying full-time straight out of school or part-time while working.” Institutions that take quality seriously are open about how these systems work and why they matter. One of the clearest signals is the quality of service of an institution. How quickly are emails answered? Are queries met with empathy or deflection? Is communication clear, honest, and respectful of people’s time? Over time, these everyday interactions reveal whether an institution is designed around systems, or around students with real lives. “Higher education is not a transaction. It’s a commitment – of time, energy, and belief in a better future. Parents may not walk the journey for their children. Adult learners may not have the luxury of starting over if things go wrong. In both cases, the choice of institution matters deeply,” Landman says. “When looking at your options, understand that the strongest institutions are not defined by the loudest claims. They are defined by their willingness to answer difficult questions openly, thoughtfully, and without hesitation. And it is in asking those questions, early, calmly, and with intention, that both parents and adult learners move beyond the brochure and towards a decision that truly supports success.” Note: Recent developments in national higher education policy are helping to bring greater clarity for prospective South African students. The Department of Higher Education and Training’s policy on the recognition of institutional types is designed to ensure that different kinds of higher education institutions are clearly defined, appropriately regulated, and transparent about what they are established to offer. For students and families navigating an increasingly complex higher education landscape, this clarity will support more informed decision-making, helping them choose institutions that are aligned with their academic goals, life circumstances, and preferred mode of study, rather than relying on assumptions or labels. Policy implementation can only proceed once regulations are published.

ADvTECH Schools: Global Best Practice Delivers Top IEB Results

By Tamara Thomas • January 14, 2026
JSE-listed ADvTECH is celebrating another year of outstanding academic performance following the release of the 2025 IEB Matric results. Three of the group’s schools – Crawford Sandton, Crawford La Lucia, and Glenwood House were ranked in the top ten co-educational schools. Across its 103 South African schools, ADvTECH’s pass and bachelor’s pass rates for 2025 were 99,7% and 94,0% respectively, with an impressive 3 371 distinctions at an average of 2,1 per student. 16 students from the ADvTECH group were recognised for Outstanding Performance by the IEB and a further 14 for Commendable Achievement. Significantly, while the national IEB average dropped year-on-year, ADvTECH’s pass rate increased by 0.3%. “Another strong set of results was achieved by our schools in 2025. We congratulate our students and teachers for their commitment and dedication”, commented Desiree Hugo, Academic Head: ADvTECH Schools. Hugo says that the group’s performance is the result of a number of initiatives introduced over the past few years. "ADvTECH has invested significantly in AI enhanced personalised learning and teacher training, ensuring that each student achieves their full potential. With a strong analytical focus on academic data, we have been able to ensure improvement for every student. We continue to strive towards consistently superior outcomes, leading the way with global best practice in education." Hugo added that a special note of congratulation was due to The Bridge Assisted Learning School in Lonehill, whose first Matric cohort achieved an impressive 100% pass rate.  ADvTECH’s schools' brands include Crawford International, Pinnacle Colleges, Trinityhouse Schools, The Bridge Assisted Learning School, Evolve Online Schools and Abbotts Colleges.

DEALINGS IN SECURITIES BY A DIRECTOR OF A MAJOR SUBSIDIARY OF THE COMPANY AND AN ASSOCIATE OF SUCH DIRECTOR

By Tamara Thomas • December 19, 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 DIRECTOR OF A MAJOR SUBSIDIARY OF THE COMPANY AND AN ASSOCIATE OF SUCH DIRECTOR In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Director of a Major Subsidiary of the Company and an associate of such a Director.

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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.