Think again if you thought further study isn't for you
Article by Elbie Liebenberg - Managing Director of Oxbridge Academy
Despite South Africa’s massive unemployment crisis, there remains great demand in the world of work for suitably qualified employees in a range of fields. At the same time, there are thousands upon thousands of young people who are convinced that gaining the necessary skills to fill these positions is out of their reach, for a host of reasons which are often based on incorrect perceptions.
When people think of further study, they often think that the only worthwhile option is degree study at a public university. This could not be further from the truth. There is a range of misperceptions about study options which results in the unfortunate situation that young people give up hope too soon, and never realise their personal and professional potential. We would like to urge learners, and those who have already left school, with no idea where to go from here, to consider whether they are being held back because of false beliefs about their own abilities and the conviction that there are no opportunities out there.
It is usually one or a combination of the following myths which cause individuals to not pursue further study:
MYTH 1: I AM NOT SMART ENOUGH
Our society focuses on the high achievers – the Masters and Doctoral graduates who perform in their respective fields. For many of us, degree and post-graduate study is indeed not the right path. However, there are thousands of companies and small-to-medium businesses that need the skills required to do specific jobs in specific fields where a vocational qualification is more desirable than, for instance, a Bachelor of Arts degree. So if you thought studying meant going to university, and that that is the only worthwhile option, you are quite mistaken.”
There are hundreds of vocational qualifications that are accessible even to young people who did not pass Matric, or passed without university exemption, and that people who have no idea about what to do with their future should make a serious effort to investigate courses available at registered and respected institutions.
Do some online research, and investigate both the qualifications on offer, as well as the institution offering the qualification. Make sure that you check out online testimonials, because there you will find the opinions of people just like you. Importantly, make sure that the promise of the institution and the testimonials of alumni align, because that means you can be sure you will be looked after on your study journey, and that you will receive the support you require on your road to success.
MYTH 2: EVEN GRADUATES DON’T GET JOBS IN SA SO ‘LESSER’ QUALIFICATIONS ARE POINTLESS
Young people are often, and understandably, despondent about their chances in the job market, given our high unemployment rate. But again, this is because there is too much focus on the ‘prestige’ of a degree, versus the utility of a vocational qualification. There is literally a plethora of fields where employers want to see proof of competency, instead of an unrelated degree.
These include – but are not limited to – certain positions in advertising and marketing, bookkeeping and accounting, business management, early childhood development, contact centre operations, human resources management, occupational health and safety, project management, secretarial fields, tourism and hospitality, and supply chain and logistics.
MYTH 3: ANYTHING LESS THAN A DEGREE MEANS I WILL BE FOREVER STUCK IN AN ENTRY-LEVEL JOB
A first qualification is just that: a foot in the door. Once you’ve committed to your personal and professional development, you will find that your confidence builds and that the future becomes your oyster. Just this month, we celebrated the news that one of our alumni landed her dream tourism job in Canada. She started her studies with no relevant qualification to her name, yet within two years was able to complete one NQF level after the other, until she finally earned a National Tourism Diploma.
Many people go on to become entrepreneurs and start their own small businesses after mastering the technical requirements of a field. If you can determine where your passion lies, there is almost certainly a path you can follow to realise your dreams, regardless of your current circumstances or beliefs about your abilities.
Young people are sometimes afraid of failure, because they have ‘failed’ before. This leads to a lack of self-confidence and belief in self, as well as feelings of low self-worth. These young people doubt their own capabilities, and give up too early because they simply do not see any light at the end of the tunnel. But every year, tens of thousands of these demotivated individuals find a glimmer of hope and give their future a chance, by taking that first step on the road to empowerment.
And in these cases, we have seen how action begets action, and the formerly despondent start to flourish. We want to urge young people and the adults around them – the teachers, the parents and the guardians – to not give up hope on their dreams and aspirations, particularly where the loss of hope is a result of negative beliefs about self, or pessimism about future opportunity.
Elbie Liebenberg is the Managing Director of Oxbridge Academy, which serves more than 20 000 South African distance learning students every year.
ADvTECH Updates
Monde Nkosi presents his latest episode of the Education Investment Podcast in video on YouTube and audio on Spotify, Apple and all major podcast platforms https://linktr.ee/educationinvestment?utm_source=linktree_admin_share In this episode, Leading a Schools and Higher Education Group with Geoff Whyte (CEO of ADvTECH Group), we explore leadership in a combined schools and higher education group serving more than 100,000 students across multiple countries including South Africa, Kenya, Botswana and Ethiopia. Geoff presents his investment and social impact case for ADvTECH and independent education. Geoff also shares some personal stories about his journey from growing up in Scotland; to living and working in multiple countries including England, Russia and the Netherlands; and moving to South Africa in the late 1990s.
02 June 2025: ADvTECH Group, Africa’s leading private education provider, is pleased to announce the launch of Rosebank International University College (RIUC) in Accra, Ghana. Registrations will open on 15 June 2025, ahead of the first academic semester which begins on 1 September 2025. This will be followed by a second enrolment cycle in February 2026. Situated in Accra’s prestigious Airport Residential Area, the RIUC campus will offer a wide range of high-demand qualifications, from doctoral programmes to diplomas. Fifteen qualifications have been accredited to date in fields including Business Administration, Digital Marketing, Information Technology, Service Management and Hospitality. The new RIUC campus builds on ADvTECH’s existing international presence in Kenya, Botswana, and Ethiopia, reinforcing its commitment to providing quality education across the African continent. “We are delighted to launch our highly successful Rosebank International brand in Ghana, expanding our tertiary education footprint outside South Africa for the first time. We look forward to delivering the superior academic outcomes and excellent student experiences we are known for in South Africa in Accra,” says ADvTECH Group CEO, Geoff Whyte. Students will benefit from a wide array of extracurricular activities and access to foundational academic, financial, digital literacy and psycho-social support programmes. The campus will also employ facial recognition access for enhanced security.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) RESULTS OF THE ANNUAL GENERAL MEETING In terms of section 3.95 of the JSE Listings Requirements, shareholders are hereby advised that at the Annual General Meeting (“AGM”) of shareholders of the Company held today, Wednesday 28 May 2025 all the proposed ordinary and special resolutions, as set out in the Notice of Annual General Meeting, were approved by the requisite majority of shareholders present or represented by proxy. Details of the results of voting at the annual general meeting are as follows:
ADvTECH, in collaboration with the IIE MSA Centre for Water and the Environment (CWE), has launched the Water Quality Monitoring Initiative, a national, student-led citizen science project aimed at protecting South Africa’s freshwater ecosystems. As a cornerstone of ADvTECH’s ESG Legacy Campaign, this innovative initiative arms university students with professional water testing tools to track and improve local water quality. A number of water courses will be tested for select chemical contamination and the presence of excessive bacterial and viral agents, while also testing for the presence of micro-organisms to discern the health of the ecosystem. Following a student awareness drive in April and May 2025, the campaign culminated in a successful Water Monitoring Day on May 20, which also saw the launch of a 3-months long competition. Running from July to September, student teams will now be vying for a R10 000 award based on their data and analysis.
Trailblazing South African educator Nadine Smith has been awarded the prestigious 2025 EDGE in Tech Athena Award for Early Career Leadership, recognising her groundbreaking work in transforming STEM education and making it more inclusive and accessible. Nadine Smith, a Coding and Robotics educator at ADvTECH, South Africa’s leading private education provider, was honoured by the Center for Information Technology Research in the Interest of Society and the Banatao Institute (CITRIS) at the University of California. The international award was presented during a special ceremony at UC Berkeley, where Smith stood out as the only recipient from Africa, and her recognition marks a proud moment for the country. She was one of just four global recipients of the award, which celebrates individuals leading the charge in creating more diverse, equitable, and impactful technology ecosystems. This year’s EDGE in Tech Athena Award recipients include: Executive Leadership: Susan Lyne, Co-Founder and Managing Partner, BBG Ventures Academic Leadership: Isabel Montañez, Distinguished Professor and Chancellor’s Leadership Professor of Earth and Planetary Sciences, University of California, Davis; Director, UC Davis Institute of the Environment Early Career Leadership: Nadine Smith, Coding and Robotics Educator, ADvTECH, South Africa Graduate Student Leadership: Zhe Fu, Doctoral Student in Transportation Engineering, UC Berkeley “It is incredibly important to recognise the people doing the difficult work of expanding access to essential tech fields,” said Jill Finlayson, Managing Director of the CITRIS Innovation Hub, which oversees the awards. “Those who champion on-ramps into STEM, fair workplaces and welcoming cultures are critical to the development of innovative technologies and help ensure that new solutions will work well for everyone.” Desiree Hugo, Academic Head at ADvTECH Schools, says the group was very proud of Smith. “We extend our heartfelt congratulations to Nadine Smith for her well-deserved 2025 EDGE in Tech Athena Award. Her passion for empowering students through coding and robotics education is transforming lives and inspiring a new generation of innovators. We are incredibly proud of Nadine’s global recognition and her unwavering commitment to making STEM accessible and inclusive for all,” Hugo said. Reflecting on the award, Nadine Smith said: “I believe every child deserves to see themselves in STEAM. Through coding and robotics, I strive to ignite confidence, curiosity, and creativity in learners, especially those who don’t yet realise they belong in tech. This award is not just a personal milestone, but a reminder of the importance of creating inclusive learning spaces where all young minds can dream, build, and lead.” Smith, who also leads EdTech initiatives and trains fellow teachers in integrating emerging technologies, has been widely recognised for her leadership, innovation, and commitment to education transformation in South Africa and beyond.
As technological development transforms global education, the education sector in South Africa faces a critical challenge: how to deliver personalised, inclusive, and differentiated learning experiences that meet the diverse needs of every student. “As classrooms grow more diverse, both in learning styles and abilities, schools must adopt innovative approaches to ensure no student is left behind. Adaptive learning technologies offer a powerful solution, enabling educators to tailor instruction while fostering an inclusive environment,” says Andrea Kruger, EdTech specialist at ADvTECH Schools. Kruger recently delivered a keynote address at the 15th Cutting Edge Technologies in Education Practice Conference in Greece, on Empowering Inclusive Education. Adaptive learning technologies use data-driven insights to customise educational content, pacing, and assessments to suit individual student needs. These tools, ranging from intelligent tutoring systems to learning management platforms, allow educators to differentiate instruction without overwhelming their workloads. ADvTECH’s own adaptive Intelligent Tutoring System, ADvLEARN, exemplifies this approach by using AI to personalise learning pathways, ensuring each student progresses at their own pace. This system supports data-informed teaching while promoting learner autonomy across subjects. For students, this means a learning experience that feels tailored, engaging, and supportive, whether they’re mastering foundational skills or tackling advanced concepts. For teachers, it provides real-time feedback to adjust strategies, ensuring every student progresses. ACCESSIBILITY OF ADAPTIVE LEARNING TECHNOLOGIES IN SOUTH AFRICA ADvTECH leverages cutting-edge tools like Microsoft Learning Accelerators to enable adaptive learning and differentiation across its schools, says Kruger. But while these may not be accessible to all South African schools, cost-effective and free alternatives can enhance student outcomes and drive tech-enabled learning nationwide. “Resource-restricted schools can absolutely integrate adaptive learning technologies by starting small, leveraging free or low-cost tools, and prioritising teacher training and inclusivity. While they may not match the scale of a global best practice ecosystem, the core principles—pedagogy-driven tech, inclusivity, and adaptability—apply universally,” says Kruger. Additionally, by tapping into partnerships, open resources, and community support, these schools can deliver personalised learning that transforms student outcomes, proving that innovation is possible even with limited means. HOW TO INTEGRATE ADAPTIVE LEARNING TECH INTO THE CURRICULUM “The success of adaptive learning hinges on intentional implementation,” says Kruger. “Technology must not dictate educational strategy but rather enhance it. Schools should prioritise tools that align with their pedagogical goals, fostering critical thinking, collaboration, and creativity. Moreover, inclusivity must remain at the heart of these efforts, ensuring that technology bridges gaps for students with diverse needs, including those with learning difficulties or language barriers.” Kruger says a successful implementation of adaptive learning technology needs to consider the following: Put pedagogy first : Choose technologies that support your teaching goals, fostering skills like critical thinking and creativity. Avoid tools that prioritise rote learning or dictate classroom strategies. For example, platforms with real-time analytics can help teachers tailor lessons dynamically while maintaining educational quality. Champion inclusivity : Select adaptive tools that cater to diverse learners, including students with disabilities, language barriers, or varying academic needs. Technologies should bridge gaps, ensuring every student—from those needing extra support to those ready for advanced challenges—feels included and empowered. Empower educators : Invest in teacher training to build confidence in using adaptive technologies. Tools like data dashboards can streamline administrative tasks, freeing teachers to focus on instruction. Free or low-cost training resources, such as UNESCO’s ICT Competency Framework, can support this in resource-constrained settings. Adopt cost-effective solutions : Resource-restricted schools can leverage free or low-cost platforms like Khan Academy, Moodle, or Kolibri, which offer personalised learning and offline capabilities. Mobile-first apps, such as Quizlet, can also deliver adaptive content using widely available smartphones, maximizing access in underserved areas. Stay adaptive and innovative : Regularly evaluate and update your tech practices to align with global trends and local needs. Encourage a culture of agility by piloting small-scale projects, assessing outcomes, and scaling successful initiatives. This ensures long-term relevance in a fast-evolving EdTech landscape. Engage communities : Involve parents, students, and local stakeholders to build trust in adaptive learning. Transparent communication about its benefits—such as improved engagement and equity—can foster buy-in.
Grade 9 students are currently nearing a critical milestone in their educational journey: selecting the subjects they’ll study from Grade 10 through to their final Matric exams. This choice is a foundational step in shaping their academic journey and future career opportunities, an education expert says. “Even if you’re unsure about what you want to pursue after school, thoughtful planning can help you make informed decisions that keep your options open,” 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 provider. Ntshinga says while making decisions about subject selection can be daunting, it is an important process that will impact both performance and options down the line, and as such, careful consideration must be given to ensure that students choose as well as possible based on their unique strengths and interests. “The subjects you select for Grade 10 to 12 will influence your performance in the National Senior Certificate (NSC) exams. These choices will also affect your eligibility for further studies and certain career paths. The transition from Grade 9 to Grade 10 is significant because your subject combination lays the groundwork for your future academic and professional opportunities. By choosing wisely, you can position yourself for success in Matric while maintaining flexibility for your post-school plans,” Ntshinga says. KEY FACTORS TO CONSIDER WHEN CHOOSING SUBJECTS Align with your interests and strengths Select subjects you enjoy and where you perform well. Choosing subjects that spark your curiosity will keep you motivated, even when the work gets tough. Reflect on your academic strengths—do you excel in logical subjects like Mathematics or creative ones like Dramatic Arts? For instance, if you’re skilled at problem-solving, subjects like Accounting or Information Technology might be a good fit. Keep your options open If you’re uncertain about your future career, prioritise subjects that provide versatility. Broadly applicable subjects like Mathematics, Physical Sciences, or Geography equip you with skills like critical thinking and numeracy, which are valued across many university programmes and industries. Avoid choosing subjects solely because they seem easier, as this could limit your opportunities later. For example, many science and engineering degrees require Mathematics and Physical Sciences, not Mathematical Literacy. Explore career and study requirements Even without a clear career goal, research the subject requirements for fields you might consider. For instance, medicine demands Mathematics, Physical Sciences, and Life Sciences, while careers in law benefit from subjects like History or English for their focus on analysis and communication. Check university admission criteria for programmes that interest you. Consulting with a career advisor or attending university open days can also clarify which subjects align with in-demand fields. Consider emerging trends The job market is evolving at an unprecedented pace, with growing opportunities in technology, healthcare, and sustainability. Subjects like Mathematics, Physical Sciences, or Information Technology can prepare you for these high-demand areas. Thinking about future industries can guide you toward subjects that position you for long-term success.It is particularly important to consider career paths outside of the historically popular 3-4 year staple degrees. These days there is a vast array of options geared towards high-in-demand specialities that are industry-aligned. Investigate your higher education options more widely, as you may find the perfect fit for you, that didn’t even exist a few years ago. Aim for balance Choose a subject combination that challenges you while allowing you to achieve strong results. Including one or two subjects where you can excel can boost your overall Matric performance, which is critical for university admissions. For example, pairing a rigorous subject like Physical Sciences with a more manageable one like Life Sciences creates a balanced load in terms of leaving doors open while also allowing for a great Matric finals performance. Decide between Mathematics and Mathematical Literacy Choosing between Mathematics and Mathematical Literacy is a pivotal decision. Mathematics is required for fields like engineering, science, or commerce, while Mathematical Literacy suits humanities or vocational paths. If you’re unsure, Mathematics is the safer choice, as it qualifies you for a wider range of university programmes. If Mathematics feels challenging, discuss with your teacher whether extra effort or support could help you succeed over the next three years. “When making subject choices in Grade 9, it is helpful to start from where you want to be in 4 years’ time, and then reverse engineer how you might get there,” Ntshinga says. “Consult teachers, career counsellors, or student advisors at universities both public and private for tailored guidance. Teachers can assess your academic strengths, while counsellors and student advisors can explain how subjects connect to career paths. “Also consider going to university Open Days. Although you don’t yet have to decide what to study, you are almost certain to gain highly valuable insights into your options after school, as well as gaining helpful advice and insights from professionals on campus.”
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 FORMER DIRECTOR (RETIRED 30 APRIL 2025) OF THE COMPANY The following information is disclosed in respect of dealings in ADvTECH securities by a former ADvTECH director.
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 FORMER DIRECTOR (RETIRED 30 APRIL 2025) OF THE COMPANY The following information is disclosed in respect of dealings in ADvTECH securities by a former ADvTECH director.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (‘ADvTECH’) VOLUNTARY ANNOUNCEMENT: VESTING OF SECURITIES OF FORMER DIRECTOR WHO RETIRED ON 30 APRIL 2025 The following transaction, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), is hereby disclosed regarding performance and retention shares that have vested due to the retirement of a former director (accelerated pro-rated vesting in terms of the MSI rules):
