Every year on 12 August, International Youth Day (IYD) recognises the critical role of young people in driving social, environmental and economic progress. In 2025, the theme ‘Local Youth Actions for the SDGs and Beyond’ highlights the power of youth-led change in achieving the United Nations Sustainable Development Goals (SDGs). For AECOM, this theme resonates deeply with its long-standing commitment to enabling meaningful local impact through infrastructure that supports education, inclusion and sustainable communities.
“At AECOM, we believe that access to quality education is a cornerstone of sustainable development and a powerful catalyst for positive change across Africa. Investing in education infrastructure is not only about constructing buildings, but also about building futures,” comments Riaan Robberts, Managing Director, Africa.
“Through our work on projects such as Vimbukhalo Primary School, Sol Plaatje University and Green School South Africa, we are proud to help shape spaces that empower individuals, uplift communities and inspire generations. Whether it is enabling rural learners through child-centred design, expanding access to higher education in underserved regions, or pioneering regenerative and sustainable learning environments, each initiative reflects our deep commitment to leaving a lasting legacy,” highlights Robberts.
An example of AECOM’s commitment to improving educational infrastructure is its appointment by the KwaZulu-Natal Department of Public Works for a programme that comprises planning, design and management for implementation of sanitation, in the form of ablution blocks and new boreholes. The project entailed the assessment of 367 schools, of which 124 schools were assigned to sub-consultants and AECOM undertaking the remaining 221 schools
A unique offering in the form of a skills transfer programme delivered in the form of classroom sessions and workshops was conceptualised. The programme saw AECOM registered professionals’ mentor and upskill, support and guide, emerging consulting firms through the project delivery.
Another example was the newly completed Vimbukhalo Primary School near Winterton in the Drakensberg stands as a beacon of hope and innovation in public education infrastructure. Just a few years ago, the school operated out of temporary park homes and deteriorating buildings. Today, thanks to a transformative design by global infrastructure leader AECOM, Vimbukhalo is a vibrant, purpose-built school that reflects a bold new vision for rural education in South Africa.
“This project was about more than just bricks and mortar,” says Doreen Noetzold, Technical Director and Architectural Lead at AECOM South Africa. “It was an opportunity to show how thoughtful, sustainable design can unlock potential for communities often left behind.”
Blending functionality with creativity, the new school layout features meandering buildings, age-specific gardens and open spaces that support both learning and play. Façades facing inward embrace natural light and encourage interaction, while outer walls prioritise safety and privacy. Colour, greenery and natural elements were intentionally integrated to create a warm and uplifting learning environment.
“Our aim was to prove that designing for the public sector does not mean sacrificing imagination,” Noetzold adds. “We balanced practical needs with a strong commitment to sustainability, community upliftment and the wellbeing of learners.”
Throughout construction, local labour and subcontractors were engaged to benefit the surrounding community. AECOM’s Sustainable Legacies approach guided every step, from energy-efficient design to resilient engineering solutions for the site’s challenging terrain.
Sol Plaatje University (SPU) in Kimberley, one of the largest education infrastructure programmes undertaken in South Africa, was essentially an entire programme, explains Helmutt Blumenthal, Project Management Lead, South Africa. It encompassed new academic buildings, sports recreational facilities, student housing and security facilities, as well as repairing and renovating existing buildings. Junior project managers were assigned to smaller project scopes including security facilities such as guard houses and renovations.
“This enabled the development of entering the project management field gradually,” explains Blumenthal. Three graduates worked on the programme, with Phase Two completed in 2022. One of the graduates included Kim-Lu Steenkamp, who has since progressed to Senior Contract Administrator. “During my time as a project manager on the construction of SPU, I was exposed to a wide range of career development opportunities that significantly shaped my professional growth,” she highlights.
The opportunities included contract administration, gaining hands-on experience working with the NEC3 suite of contracts; procurement management, in relation to developing a solid understanding of the South African Treasury's procurement policies applicable to universities, as well as the client’s internal procurement processes; risk management, by identifying and mitigating project risks in a dynamic and complex environment; and stakeholder engagement, which played a key role in building and maintaining strong relationships with the client, professional team and contractors.
“This was an essential factor that contributed to the overall success of the project,” notes Steenkamp. She adds that the significant exposure she received on the SPU project inspired her to pursue a postgraduate qualification in project management. “I now apply the knowledge and skills gained both on the project and through my studies in my current role, where I effectively manage stakeholder engagement, navigate contractual obligations and meet critical deadlines under pressure. The exposure has been extremely invaluable and the skills I have attained easily transferrable into other areas of my professional career.”
The Green School South Africa, located in the Paarl Valley, was a deeply personal project for founders Herman and Alba Brandt, inspired by their children’s experience at Green School Bali in 2017. Their vision was to create a school with a strong emphasis on sustainability and progressive, learner-centred education. Every detail of the school reflected the Brandt family's personal involvement, making expectation management a key part of the process.
AECOM played a pivotal role in delivering the school on time for the 2021 academic year, showcasing its flexible and adaptable long-lead procurement scheduling. “Our scheduling provided the necessary planning tool to enable the team to monitor and track procurement of the specialised construction packages,” says Michell Bezuidenhout, Director, PCC – Africa. With diverse material requirements and the client’s personal touches putting pressure on budgets, AECOM led a value engineering process with the architect and interior designer. “We managed to guide the designers to make practical changes without altering the essence of the design in order to achieve the client’s vision,” concludes Bezuidenhout.
AECOM’s commitment to the younger generation and their careers is vital for its overall operation. Senika Devsheel, HR Director, Africa, explains that AECOM’s diversity, equity and inclusion (DEI) strategy is rooted in creating equitable access to opportunities for young talent. “We recognise that sustainable transformation begins with intentional investment in local capacity and therefore our strategy focuses on inclusion through mentorship, bursary support, graduate development and on-the-job training.”
AECOM has a range of initiatives to support and retain emerging talent. This includes its Candidacy Mentoring Programme to help young professionals gain the experience needed for professional registration. It also offers structured development programmes in alignment with academic and industry bodies, giving participants practical project exposure and development opportunities.
In addition, AECOM is rolling out a Global Graduate Development Programme that connects graduates across geographies, providing access to world-class learning, leadership exposure and cross-regional collaboration. “We also offer a bursary programme to support university students pursuing studies in engineering and built environment disciplines, helping to remove financial barriers to entry and ensuring a strong future talent pipeline,” adds Devsheel.
“These projects also represent our dedication to collaboration, innovation and local capacity building. We recognise that real impact comes from designing with communities, not just for them. As we continue to partner with public and private sector stakeholders, our mission remains clear: to deliver resilient, inclusive and future-focused infrastructure that transforms lives through education,” concludes Robberts.
