Fun in Teaching

Embracing Empathy, Kindness, and Safe Spaces

Children are Born to Learn  Nurturing children's natural love of learning begins with trust; trust that works both ways. Children need to be in a trusting environment where their creativity and spontaneity is encouraged. They need an instinctive understanding that they can learn without fear. Teachers then need to trust the children. They need to trust that children know when they are ready to learn and trust that they know what they want to learn. Trust that when children own their own learning, it occurs naturally and in a way that fuels their natural desire to learn. "Fish swim, birds fly, and children learn." John Holt This is one of my favourite quotes because it encompasses, in only a few words, the truth about children and learning; it's what they do. And they do it naturally and instinctively from birth. Children are naturally curious and have a built-in desire to learn first-hand about the world around them. I see this happening every day at Charterhouse, from the preschool toddlers to the Grade 7s in the preparatory school. I see curious children trying to make sense of things and find out how things work, gain competence and control over themselves and their environment, observing the world around them and experimenting. Instead of shying away from learning, they touch it, taste it, bend it and engage with it; all to make sense of it and discover new things. They are bold and fearless; not afraid of making mistakes. Children are patient and can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and suspense. If left alone, children will know instinctively what method of learning is best for them. Caring and observant parents soon learn that it is safe and appropriate to trust this knowledge. Such parents say to their baby, "Oh, that's interesting! You're learning how to crawl downstairs by facing backwards!" They do not say, "That's the wrong way." Perceptive parents are aware that there are many ways to learn something, and they trust their children to know which ways are best for them. Children learn best when what they are learning has relevance to their own interests and concerns. Although what fascinates a preschooler is quite different from what fascinates a teenager, their intrinsic motivation and love of learning will always shine through. Schools should take more cognisance of this and work at delivering their curriculum in a way that enhances the natural love all children have for learning. What I see at Charterhouse is teachers facilitating learning and engaging children in the process of knowledge building and learning new skills. Our teachers create an environment where children immerse themselves in their learning and stimulate their natural curiosity. We understand that every child is an individual and on their own learning journey. Every child can only run as fast as they can run, and every child can only learn as fast as they can learn. At Charterhouse our children don’t understand the sentence, “I can’t do it.” They rather say, “I can’t do it yet!”. With the right environment, stimulation, questions asked and facilitation, all children will reach the understanding and knowledge they require to foster true learning. - Dylan Cavanagh

I was the perfect mom. My children were always neat, they greeted people by name, they read books just for fun, they excelled at sport and in the classroom and other moms looked at me with envy thinking, “How did she get it so right?” And then I had children! At first it was pretty easy, Sarah met all her required milestones, was cute as a button and as good as gold. When her playgroup teacher mentioned she couldn’t sit still during the story ring, I didn’t give it much thought; the kid was three, wasn’t she supposed to be moving around? Issues sequencing pictures? “Ah well, she will get it eventually”. The inability to recognise the word “the” in Grade 0 when they started learning sight words had me in a fit writing ‘THE’ ‘THE’ ‘THE’ all over the house and up her arm in black khoki. Looking back, this was the beginning of our family homework story, one that does not have a happy ending. By Grade 2, the frustration of reading and learning our weekly spelling words was just too much for the two of us to bear. We went for the required assessments which identified what we already knew; Sarah could not read. Words like visual processing issues, working memory delays, attention deficit disorder all just meant, “Your kid has something wrong with her, you are not such a great parent!” This is a huge blow for someone who is not only a mom but also a teacher. How on earth do I teach other people’s children to read when I can’t even get it right with my own? While looking for which family genes to blame, my husband and I realised that in actual fact, both of us come from a long line of “slow learners”, Chris hates to read – even a sign board is too much effort and quite frankly neither of us is so hot at spelling. But we are both happy, valuable members of society with degrees and a successful business. With this insight came the realisation that this diagnosis was not something my child suffered from but rather part of who she is. We signed her up for the necessary therapies and extra lessons and continued to build her other talents and heal her self- esteem. I became more mindful to the fact that not all children learn in the same way and began my own journey of researching ways in which to help these children in the mainstream classroom. We still didn’t do the homework though. Obviously, the universe thought we were doing a smashing job and decided that one child with Dyslexia was not enough and so we were blessed with two! Thanks to an intuitive and wise teacher who was not afraid to break the news of “something off here”, Lily went for her bout of assessments. As she was already 9 at the time, we were given a straightforward Dyslexia diagnosis. The psychologist was surprised at the way Chris and I embraced the findings but after the long and uncertain path we had already travelled with Sarah, to have a definitive diagnosis was a real treat for us. Sarah was also formally diagnosed as having Dyslexia shortly after. Dyslexia comes with baggage. Different baggage for different kids. Sarah’s baggage is ADD, Lily’s is sensory modulation disorder. The one thing they have in common is that they cannot read with enough fluency to comprehend what they are reading, and they absolutely cannot spell or remember their times tables. The best bit of advice I have received was from another mom who has travelled a similar path. She said, “We spend 20% of our time working on the weaknesses and 80% of the time working on their strengths.” This mindset change has allowed my kids to relax, allowed Chris and I some of the highs that come with watching your children be good at something they enjoy and let them see that they are not Dyslexia. As a mom, my heart still breaks when I see them not achieving their potential in written assessments but as a teacher, I am completely driven to find ways to help my children and others. As a citizen of the world, I am so excited to see what they will become and what they will add to society. The realisation that my children are different and have been earmarked for something great completely thrills me and enables me to find the energy to fight for their accommodations, be the beating board during homework and study time and allows me to speak with conviction when I discuss their bright future with them. I know our Dyslexia journey is far from over, I know that the road will not be smooth, but I will continue to grow my children, witness their lives and find ways to explore every avenue available to ensure they grow up to be strong, confident women who do not let a diagnosis define their potential. - Debbie Hutt 

In a first for the country, South Africa’s leading private education provider, ADvTECH, will this month start rolling out a unique, locally developed personalised learning digital platform across its schools. ADvLEARN is a customised platform for ADvTECH Schools that provides personalised learning paths using adaptive technology to deliver data-driven insights and learning analytics. Students will therefore have a unique learning experience while constantly improving their understanding in core areas. “We are very excited to have partnered with MathU to bring this groundbreaking digital learning platform to our Grade 7 to 12 students, a move which will further cement our reputation as a leader in education in the country, in line with our vision to stay at the forefront of global technological innovation and emerging best practices,” says Desiree Hugo, Academic Head at ADvTECH’s Schools Division. ADvTECH Schools Division will initially use ADvLEARN to enhance learning in Mathematics (Grade 7 to 12), Physical Sciences (Grade 10 to 12) and Mathematical Literacy (Grade 10 to 12). The pedagogy applied in ADvLEARN seeks to find the gaps in students’ learning, and then fill these gaps to ensure they improve their understanding in core areas. Through adaptive learning technology, the system supports both students who want to progress faster as well as students requiring reinforcement of key concepts. MathU is a software as a service (SaaS) company based in Pretoria, specialising in artificial intelligence and software engineering. The team at MathU has developed an innovative software solution that uses state-of-the-art engineering principles to map, monitor, and assess student progress. The platform has been adapted to cater to the specific needs of schools and universities, and the company was founded by engineers and scientists who are passionate about improving mathematics and science education. MathU provides solutions to schools and universities looking to enhance their educational offerings and better support their students. “In addition to enhancing student learning, ADvLEARN will also give teachers the ability to instantly allocate relevant student work and homework to student devices, immediately access student performance and achievement data, as well as easily view and identify concepts needing reteaching and review,” says Hugo. “We are truly excited about taking education another step into the future in 2023, and look forward to seeing how this strategic partnership cements and accelerates STEM learning for our students.”

POST-LOCKDOWN: ADDRESSING SA’S TEACHING AND LEARNING CHALLENGES IN 2023 BY DR GILLIAN MOONEY, Dean: Academic Support and Development, The Independent Institute of Education South Africa is yet to determine the full implications of the pandemic lockdowns on Teaching and Learning, and we can only really speak to the short-term effects at this point. There is currently a wealth of academic literature on this topic, and research will continue. However, it is already clear that the pandemic lockdowns represented a significant disruption to the way we think about good teaching practice and what students need to do in order to learn. Reflecting at this current point in time, certain themes have been identified, some affecting both lecturers and students, some affecting a single group only, and some affecting the practices of teaching and learning. THEME 1: SOCIO-EMOTIONAL CONSEQUENCES It is well-known that teaching and learning is not only a cognitive issue, but that how we feel about ourselves and others has an important role to play. We also need to remember that the lockdown had emotional and social consequences for everyone. These primarily included a sense of isolation from others - this is well reported in the literature and indeed, likely to be part of what we call “common sense”. In terms of post-lockdown, many continue to feel this sense of isolation, which requires a conscious and concerted effort on the part of schools and universities to address. This may be complicated by the fact that the pandemic itself also made us less trusting of one another. Wearing masks, or essentially, protecting ourselves from other people, may still linger in our psyches. Across South Africa’s schools and universities, there has been an increase in the number of students who are suffering from challenges related to mental and emotional wellbeing such as depression and anxiety and seeking assessment concessions as a result of this. Some examples of these would be requests for more time to complete assessments or writing assessments in a separate venue. What may be interesting to research, albeit in the absence of a pre-pandemic baseline, is determining whether parents who were home-schooling their children are now more invested/ involved than before in their child’s education. The point here is that, never before have parents had to know in such detail what their children are doing at school. Has this interest continued post-pandemic? If so, and anecdotally that seems to be the case, that will be a welcome development if it is the case that parents now take a closer interest in their child’s educational journey. However, what we may find is that parents have experienced “school fatigue”, and may be less inclined to engage with the everyday issues of their children’s education. This is all supposition, and substantive research would be required here to gain answers to this question. THEME 2: NAVIGATING THE TRANSITION FROM SCHOOL TO UNIVERSITY It has always been a challenge for students to adapt from one learning space to a different one. However, the “COVID-Cohorts”, those students who finished their schooling during the pandemic and moved to university during or shortly thereafter, have found this particularly challenging. For example, some students had their last two years of schooling either online or being “home-schooled” independently. These experiences would have been different, depending on the resources of the school and the parents. For some university students, they began their university journeys fully online, and unfortunately, in many instances, still continue to do so where institutions still haven’t returned to in-person lectures. In other instances, students may be choosing to study in the distance, rather than contact mode of offering. This makes for a very non-traditional university experience and detracts from the life milestone that being a student traditionally entails. Most universities have a hybrid model going, i.e. some classes are online, and some are in a classroom. Some institutions, because of their smaller size classes (and the physical distancing constraints) were able to accommodate this kind of hybrid model from the pandemic until now, so there has been very little change for these students. However, not all universities currently have all classes fully in person, while others do, so there may be variance here. As those universities who have not yet returned to in-person prepare to do so in 2023, the effects of the pandemic lockdown may become clearer. THEME 3: LEVERAGING TECHNOLOGY IN TEACHING The pandemic forced a widescale rethinking of how teaching and learning occur. This is an important point because the historically basic transaction of teaching, i.e. a person standing in front of a class facilitating learning, has never really changed. What the lockdowns forced onto us was a re-think of how we assess, how we mark, how we teach, and how we use our learning management systems (LMS). So, it is not all doom and gloom because here a crisis was an important turning point that allowed fast-paced development in teaching and learning practice to occur. However, as with any crisis, this placed pressure on both lecturers and students, who needed to adapt quickly so as not to fall behind. It also placed a tremendous burden on those institutions that lack agility and resources, and some of this still needs to be overcome even now. An important example of this would be marking online, instead of hard copies. This was a big change for lecturers, who have now adapted to this practice and are not likely to want to go back to pen and paper. We also have more effective ways to track student submissions. There is a steep hill to climb for those institutions that have not yet adapted. The challenge now is not merely to replicate bad teaching and learning practices with fancy technology, but to understand how technology can enhance teaching and learning. There is now a plethora of competing technological products, which are all trying to gain their market share. Obviously, as with anything, some are better than others, and institutions need to think carefully and do their due diligence before making such big investments. ENDS  Issued by: MEROPA COMMUNICATIONS On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION www.theworldofwork.co.za or www.iie.ac.za Note to editor: The Independent Institute of Education (The IIE) is a division of the JSE-listed ADvTECH Group, Africa’s largest private education provider. The IIE is the largest, most accredited registered private higher education institute in South Africa, and is accredited by The British Accreditation Council (BAC), the independent quality assurance authority that accredits private institutions in the UK.

It’s that time of the year when students experience what is called ‘year-end fatigue’ – whether they be Matrics getting ready for the most important exams of their school career, senior high students aiming to perform at their best as they progress towards Grade 12, or graduate students at universities preparing for their end-of-year assessments. For all of these students, the coming weeks are going to be a test of their focus, strength and endurance as they aim for top marks. Yet at the same time, they have to contend with the fatigue that has most likely set in after all their hard work during the past year. But by reframing their mindset and ensuring they stick to some tried and tested guidelines, they can all dive into the last quarter of 2022 with renewed enthusiasm to ensure they finish the year strong, an education expert says. “Signs of year-end fatigue include low energy levels, a feeling of being unable to keep up, a lack of motivation, feeling overwhelmed and exhausted, being unable to sleep, and low levels of concentration while possibly feeling anxious,” says Dr Rufaro Audrey Mavunga, Senior Head of Programme in the Faculty of Law at The Independent Institute of Education, SA’s leading private higher education provider. She says this situation may lead students to start slacking when they can least afford to, for instance by bunking classes, not participating in school or university activities, procrastinating and putting off revision they planned hoping that they might feel more motivated to tackle tasks later, and by checking out of their circumstances by sleeping too much or watching too much television. “If you are feeling like this, rest assured that it is normal to feel tired and overwhelmed and that you are not alone. However, you should also know that it is possible and important to overcome these feelings so that you can finish strong, and that it is within your ability to do so if you act decisively right now. There is still enough time to make sure you can get a handle on things again and get on top of your academic work to the best of your ability.” Dr Mavunga advises students as follows: Take some time off This may sound counter-productive, but it can help to take a day or two to regain your focus without feeling guilty. In these days, you can catch up on sleep, get out in nature for some relaxation, and remind yourself about the why and the how of what you are doing right now. Get your mind in the right place, and resolve to start the final stretch with vigour. Also use this time to lay out your schedule and plans for the coming weeks, right until you’ve put down your pen on your last exam. Revisit your study timetable and manage your time efficiently To finish strong, you need to continue with regular study sessions every week till the end of your exams. Do not count on doing an all-nighter just before you write an assessment. You should revisit your study timetable and ensure that you have set up fixed hours for study every day. Plan for enough time to study each module and add your study sessions to your calendar like any other commitments. This guarantees that you keep in mind that this is time set aside exclusively for studying. Bear in mind a study plan works best when it is followed consistently. It is imperative that you stick to your plan, as this will ease tension and anxiety if you can see your consistent progress. Maintain a healthy lifestyle Exercise has many benefits, but it has been proven that exercise releases endorphins, which can improve your mood and reduce stress levels. Fatigue and tiredness could also be an effect of a lack of proper nutrition. Make healthy meal selections wherever possible and consume lots of water. Make sure you factor enough sleep into your schedule and don’t use that time to endlessly and mindlessly browse social media. Stay away from activities that are going to tire you out for days to come and keep a single-minded focus on your priorities right now. This too shall pass, and you’ll be happy you stayed true to yourself when results day comes. Get help if you need it Sometimes one feels so helpless and it may feel like you are stuck in a deep dark hole with no way of coming out. Give attention to the positives you encounter and embrace them. Consult school or campus support staff to gain different perspectives on how to ease the fatigue and to get over negative feelings you may have. If you need additional assistance with the academic side of things, approach a teacher or a lecturer for guidance. If you need additional emotional support, ask trusted adults at home or at your institution to assist in getting the support you need. Keep your eye on the end goal Commit to finishing strong. In your downtime, look at your path ahead – what dreams and aspirations will become accessible if you perform well during this stage of your academic journey? What avenues of study may open up for you? What possibilities and opportunities may arise? “At this time of year, it’s easy to get lost in the fog of studying and worrying, and it’s easy to lose perspective about the bigger world out there and the fact that all of this is part of life’s journey. The end of this year will soon come around, and your effort will be rewarded if you know that you gave it your all on the road to making your dreams a reality,” says Dr Mavunga. ENDS Issued by: MEROPA COMMUNICATIONS On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION www.theworldofwork.co.za or www.iie.ac.za Note to editor: The Independent Institute of Education (The IIE) is a division of the JSE-listed ADvTECH Group, Africa’s largest private education provider. The IIE is the largest, most accredited registered private higher education institute in South Africa, and the only one accredited by The British Accreditation Council (BAC), the independent quality assurance authority that accredits private institutions in the UK.

A mere cursory glance at social media and parent groups shows the anxieties and frustrations of parents with school going children today regarding access to an excellent education. Lack of access at public schools is a major challenge, with parents whose children qualify on all counts not gaining admission – through no fault on their part, but because of capacity constraints. Another observed challenge is that of children already at school, but where the environment is simply not preparing them for the modern world because of outdated pedagogies and ways of working, non-productive homework requirements, or a system that no longer serves the needs of students. An education expert says while the above and other issues related to schools may feel like an impossible hill to climb for parents, the reality is that there are many options in the private sector of which parents may not be aware. Additionally, parents sometimes discard the idea of private education out of hand because of the perception that it might not be within their reach financially, when that is not necessarily the case. “Over the past weeks, many parents have had to tell their children that they were not accepted at any of the schools to which they applied, despite them qualifying for access,” says Kassandra Strydom, Academic Advisor: ADvTECH Schools Division Central Academic Team. “We’ve also noticed parents highlighting the struggles their children are facing because of personal challenges or circumstances, being just a number at school, being required to take subjects that are of no interest to them and being subjected to teaching methods and approaches that are out of touch regarding what is required in today’s world and what will be required of them in future. “Parental concerns are becoming evident. We urge these parents to investigate the options open to them in the private sector, because it can make a world of difference in a child’s educational journey, their self-actualisation and future prospects, and their general wellbeing,” says Strydom. Strydom says a key consideration for parents when investigating options in the private sector, is to consider WHAT KIND of school is right for their child, because unlike in the public sector, different private schools have very different offerings designed to cater to the specific needs of students and their families. She says top-level considerations when assessing any private school, will include the following: Class size Teacher qualifications, experience and expertise Commitment to continued professional teacher development on the part of the school Teaching styles, methodology and environments The selection of curriculum and whether qualifications will be internationally recognised Fee structures Sport and extra-curricular offerings as well as facilities Additional academic support as well as programmes such as core skill development and EdTech integration The kinds of private school offerings include the following: MODERN AND PROGRESSIVE SCHOOLS Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning Integrated curriculum focused on thematic units Strong emphasis on problem solving and critical thinking Group work and development of social skills Understanding and action as the goals of learning as opposed to rote knowledge Collaborative and cooperative learning projects Education for social responsibility and democracy Integration of community service and service-learning projects into the daily curriculum Selection of subject content by looking forward to ask what skills will be needed in future society De-emphasis on textbooks in favour of varied learning resources Emphasis on lifelong learning and social skills Assessment by evaluation of child's projects and production Ed tech enabled learning opportunities These schools prepare students for responsible adulthood and potential leadership by laying an excellent academic foundation supported by future-focused skills that will ensure students have lifelong success TRADITIONAL HOLISTIC SCHOOLS/ RELIGIOUS TRADITIONAL SCHOOLS In addition to the above elements, traditional schools offer a strong academic focus with excellence in sport and culture opportunities for students. They seek to retain traditional values while preparing students for an ever-changing world. The recipe of following time-honoured traditions has been very successful and recognised for the excellent contributions it makes in every sphere of education and to the social and emotional development of each student. SPECIALISED ACADEMIC SUPPORT AND ASSISTED LEARNING These schools offer a non-traditional approach to education to support neurodiversity. The unique strategy creates opportunities for the academic support and nurturing of all students on their journey to achieving academic success. All students are included, catered for, and receive the additional support they require. The school believes that when a student joins the school, they are taking the first step toward their best future. creating opportunities for self-fulfilment and self-actualisation for all students, to develop their potential regardless of differences. Each student is taught according to their unique needs and in accordance with an individualised development plan by a multi-dimensional specialist team who follow a neurodiverse approach. School types as above can be broken down into top tier and mid-tier schools. The variety of school fee options can be aligned to the school’s offering. It is important to highlight that investigation into the academic success of students is important as this is possible at all fee levels, but the offering of additional subjects and activities vary. ONLINE HOME SCHOOLING Parents may consider investigating online/ homeschool options, but are urged to ensure that their chosen school focuses on ‘cognitive’ screentime – where students are able to engage during lessons – rather than opt for a ‘paper behind glass’ approach, which may impact successful study. “Very importantly, parents should feel comfortable that whichever school they choose, it has academic excellence at the core of its offering. Once that has been established, and the basic top-level considerations have been satisfied, parents can settle on the perfect environment for their child which fits with their budget, which will not only impact on the wellbeing and future preparedness of the child, but also on the family’s wellbeing as a whole,” says Strydom. ENDS ABOUT ADvTECH The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development, and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya. It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa. ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

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The transition of Early Childhood Development (ECD) from the Department of Social Development to the Department of Basic Education is now in full swing, and will change how the academic development of young children is approached in South Africa. The transition started this month, and will become effective from next year. Among the changes which will be introduced by the move, is the obligation on parents to send their children to school from Grade 00, as opposed to school attendance only being compulsory from Grade 1, as has been the case until now. An education expert says parents who now need to consider where they will send their young child from next year, must do their homework carefully to ensure the school they choose approaches ECD from a child-led learning perspective. This will ensure they start their academic journey appropriately for their age, that they build strong foundations, and that they have positive associations with attending school. “Schools have different programmes and approaches, and parents may be seduced by the idea of sending their child to a strictly academics focused ECD institution which will turn their little one into a mini Einstein before they even head to big school. However these good intentions are likely to fall flat, as this is not the correct and age-appropriate approach,” says Lynda Eagle, Academic Advisor at ADvTECH Schools, SA’s leading private education provider. “The early years are exceptionally important, but learning should be play-based as far as possible. One of the best approaches to this is contained in the Reggio Emilia philosophy of learning. Bombarding young children with a curriculum more suitable to older students is entirely counter-productive,” she says. When looking for an early learning campus, parents should search for a school that is not only aesthetically pleasing but more importantly where the student’s wellbeing is placed at the forefront. “Young children learn best when provided with opportunities to ‘play’ - where they can explore, discover, and experiment in order to make sense of the world around them. The school/teachers need to be cognisant of this and facilitate the students’ personal learning journey through careful observations and by providing meaningful and relevant learning opportunities.” Other things to look out for when hunting for the right ECD environment for your child, includes: Teachers who are appropriately qualified to teach in an early learning environment, Where teachers have a caring and positive disposition and where a child is viewed as competent and capable, Where there is a strong sense of community, Where teaching is engaging, relevant and interactive, and Where the school follows a positive discipline policy - students are guided positively and supported as they develop their social and self-regulation skills. “For parents who may be concerned about the ability of schools to adapt to the new paradigm, they can be reassured that the inclusion of the younger years into their programmes is doable if the right approach is followed. Approaches to teaching and learning in the early years – such as the Reggio Emilia approach - are well documented and provide schools with prime examples of best practice. Here the emphasis is not on equipping a school with expensive resources but rather connecting the student with natural elements in meaningful ways, with rich learning experiences, and helping them to reimagine and repurpose available materials – resulting in rich learning opportunities and possibilities.” ENDS ABOUT ADvTECH The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development, and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya. It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa.  ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.