A MARKET STUDY ON THE STATUS OF GRADUATE YOUTH EMPLOYMENT

IN THE LAND SECTOR – BOTSWANA

Prepared for
Germany Development Cooperation
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH

RESEARCH REPORT
BY
Dr. JOHNSON KAMPAMBA (Ph.D.)
(MRICS, MREIB, MSAIV)
Bachelor of Science in Land Economy (BSc), The Copperbelt University, Zambia
Master of Science in Real Estate (MSc) University of Pretoria, South Africa
Master of Science in Project Management (MSc) University of Pretoria, South Africa
Doctor of Philosophy Built Environment (Ph.D.) University of Botswana, Botswana
Post Graduate Diploma Royal Institution of Chartered Surveyors (United Kingdom),
Post Graduate Certificate in Vocational Education and Training (CVET) (QSFC),
Post Graduate Certificate in Training of Trainers (ToT) (QSFC, Botswana)
Post Graduate Certificate in Moderator Training (MT) (QSFC, Botswana)
Post Graduate Certificate in Assessment Design (AD) (QSFC, Botswana)
Post Graduate Certificate in Standard Based Assessment (SBA) (QSFC, Botswana)
Chartered Valuation Surveyor (MRICS), United Kingdom
Chartered Project Management Surveyor (MRICS), United Kingdom

27 JUNE 2023
 EXECUTIVE SUMMARY
The purpose of this study was to carry out a market study of youth land sector graduate employment in
Botswana. The Botswana government has done so much in terms of promoting and achieving the Vision
2016 Pillars. One of the pillars was “an educated and informed nation by 2016”. In addition, the
Botswana government strives by the end of 2036 through its Vision to achieve a “knowledge-based
economy” as one of the pillars. This is evident by the total number of graduates (117, 544) that have
been produced from 2013 up to 2022 and out of this number, only 1,290 (1%) are in the land sector. In
trying to empower the youths in Botswana, the government developed the National Policy on Youth in
1996 and revised it in August 2010. Despite such efforts, the national unemployment rate is still high
at 25.4%. The land sector is not an exception and this study looked at graduate youth unemployment.
The study adopted a mixed method type of research by applying both quantitative and qualitative
research techniques in the collection and analysis of data. Below are the key findings of the study.
Key findings:
1) The land sector curricula were analysed and it was found that most of them are degree
programmes spanning from four (4) to five (5) years of study.
2) In Botswana, all the land sector curricula have a provision for industrial training for two (2)
months during winter break (June to July) and/or six (6) months (January to June) for the whole
semester.
3) All the land sector curricula that are offered by universities in Botswana were deemed as
relevant by industry stakeholders (employers) and employees.
4) In terms of the industry needs, most of the land sector graduates are sought after by employers
in terms of what they can do based on the knowledge, competences and skills that they have
acquired.
5) The land sector is important and attractive as most of the graduates end up being employers by
operating small and medium enterprises (SME). This promotes entrepreneurship and
contributes to economic growth in the country.
6) Universities in Botswana have enough qualified staff, resources to train and have produced
1,290 land sector graduates at bachelor's degree level so far.
7) Most of the academic staff in Botswana universities have the requisite skills, are based in
Gaborone, and have passed the youth stage.
8) Failure to adapt to new work environment by land sector graduates is one of the causes for
underperformance.
9) There is a mismatch in terms of alignment of curricula to the level of intensity and complexity
of the assigned work (Theory – practice gap).
10) Soft skills have been overlooked in some curricula as they just concentrate on subject specific
topics.
11) Lack of professional mentorship, extended probationer periods, and licensing procedures are
considered as stiff barriers to entry in the industry for socio-professional integration.
12) Though employers perceived the training offered by universities as adequate, they still believe
that students need more industry exposure.
13) Employers also believe that the attitudes of some employees are not professional and finding a
right employee for the job is not easy.
14) Most (-230) land sector graduates (Architects, Town Planners, and Surveyors), (-315)
(Construction), are in oversupply except for real estate graduates (632) who according to HRDC
is one of the top occupations still in demand.
15) A multiple regression analysis (MRA) model was developed to appreciate the influence that
demand has on supply. It was noted that the independent variables that were used in the model
had no significant impact on supply. However, there is a negative relationship between supply
and demand.
16) Only 1% of the total graduates produced in Botswana universities are in the land sector over a
period of 11 years (2013 –2022).
17) Majority of the graduates 682 (53%) out of 1,290 were still unemployed in 2016 within the land
sector.

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18) The universities have overproduced for a small job market. Government as a major employer
no longer take graduates for permanent employment, hence the reluctance of private firms in
employing more graduates. This has resulted in high unemployment rate in the land sector.
19) The skills that are possessed by land sector graduates are technical, cognitive, and soft skills.
These are considered when hiring the employees in the land sector.
20) Most (70%) of the land sector graduates are geographically based in the eastern region of
Botswana.
21) One of the shortcomings of the employees in their performance was attributed to lack of
resources in the workplace.

Conclusions:
1. There exists a gap between what is taught and what is required in industry.
2. Much as there is a provision for industrial attachment, stakeholders still believe that this is not
adequate to develop the skills that are required in industry.
3. Some curricula though relevant do not address the current needs of the industry. This could be
attributed to the shallowness of some courses that are offered even though they are relevant.
4. This sector is known for the prospects and promotion of small and medium enterprises;
however, the level of entrepreneurship is very low. This is attributed to the stringent
requirements for one to become fully licensed professional.
5. There are several barriers that impinge on becoming a professional member of any professional
association. Such barriers include lack of mentorship programmes, long probation periods, and
probation only recognised once working.
6. There is misconception about land sector graduates regarding their competences, knowledge,
and skills.
7. There is geographical imbalance in the distribution of land sector graduates as most of them are
concentrated in the eastern block of Botswana.
8. The acquired skills are getting outdated, and this results in mismatch in terms of what is required
in the industry and what one possesses.
9. Though the land sector is attractive and important, the youths are facing difficulties in finding
sustainable permanent jobs.

Recommendations:
Strengthen industry-academia collaboration: In describing the profiles that are sought by
employers, it is recommended that there should be regular dialogues, joint research projects,
internships, and guest lectures. Such collaborations will ensure that the curricula align with
industry needs and equip graduates with the skills and knowledge required for the job market.
Enhance practical exposure: In assessing the experiences and skills of land sector graduates, it is
recommended that prior practical experience should be emphasised by increasing from a minimum of
2 months to 6 months for all programmes at the end of Year 2, and Year 3. Technical and soft skills
were more emphasised than any other types of skills by the employers. Private universities should
consider introducing soft skills in their curricula as it is the case with the University of Botswana which
offers graduate employability skills as general education courses (GEC) for all academic programmes.
These help graduates in developing soft skills that are required in the industry.
Update and diversify curricula: In identifying and assessing the mismatch in the labour market, it
was established that the job profiles are addressed in most curricula. However, some respondents felt
that engineering surveys, cartographic design and geographic information system were shallowly taught
even though they appeared in the curriculum as options at advanced levels. Revise, update and make
optional courses mandatory so that advanced technical skills are covered in detail at higher levels.
Reduce barriers to entry: In addressing obstacles to land sector graduate socio -professional
integration, barriers such as licensing and certification requirements that limit graduates from entering
the land sector job market should be evaluated and addressed. This will result in an increase in the
number of professionals able to practice in the market thus creating more job opportunities.
Promote entrepreneurship and start-ups: In promoting socio-professional integration and job
creation, established systems should encourage and support graduates to establish their own firms and

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start-ups in the land sector. In fostering economic growth, entrepreneurship training, mentorship, and
access to funding opportunities should be made available to help aspiring entrepreneurs establish and
grow their businesses.
Improve perception and awareness: Launch targeted campaigns to raise awareness about the
importance and attractiveness of the land sector and its usefulness to industry. Highlight the potential
career opportunities, success stories of graduates, and the sector's contribution to the country's economy.
Encourage continuous professional development: This might minimise the barriers to socio-
professional integration by ensuring that performance related challenges are addressed. Participation in
professional associations, industry conferences, and workshops should be encouraged to enhance
graduates' skills, expand their networks, and ensure that they stay updated with industry trends and best
practices.
Proposed economic model: Currently, most of the programmes have over produced land sector
graduates in Planning, Architecture, Construction and Surveying. In addressing the oversupply,
universities should consider producing graduates only in programmes that are still in demand.
Promote geographic diversity: It was also noted that most of the land sector private professionals are
along the eastern block of the country. Private sector should emulate government in terms geographical
spread to address the geographic imbalance in employment opportunities within the land sector.

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 ACKNOWLEDGEMENTS
We wish to express our gratitude to all the parties that made this research project possible. In particular,
Mr. Theodore Kupembona Muduva (NELGA, Namibia Contact Person) who saw it fit in sharing the
expression of interest with me. Thank you for having confidence in me and believing in my expertise
for this challenging assignment. Mr. Hubner Roland (The GIZ, Ethiopia Contact Person) and Mr. Desire
Tchigankong for their invitation for me to submit the research proposal and recommendation for the
award of the project. Thank you very much and God bless you. Ms. Dimpho Keitseng (The GIZ,
Botswana Contact Person) for facilitating the contract drafting and signing thereof. I would also like to
thank the GIZ staff that have been part of this research project as well as the Germany Development
Cooperation/GIZ for the initiation and funding of the project. Mr. Gopolang Mogotsi (Ministry of Lands
and Water Affairs) for his availability to assist with the information in as far as this project is concerned.
Thank you very much and God bless you.
I also wish to thank my research team of Research Assistants, (Ms. Kefilwe Omphemetse Seketeme
(MSc Real Estate (in progress, BSc Real Estate), Ms. Maduo Patience Dikgomo, (BSc Real Estate), and
Ms. Sally Kgongwana (Bachelor of Real Estate (in progress) for their work and commitment in
undertaking the project of this magnitude within the limited timelines that were available in this
contract. These Research Assistants sacrificed their valuable time to make sure that the project was
delivered within the stipulated timeframe. Thank you very much and God bless you.
Lastly, the University of Botswana for granting me permission to undertake private and consultancy
work during working hours. The Head of Department, thank you for recommending my application to
undertake private work. To the Dean of Faculty of Engineering and Technology, thank you for your
guidance and support in ensuring that the application for private work was a success. To Deputy Vice
Chancellor (Research and Enterprise), thank you for the approval and authorisation for me to undertake
the private work whilst in the employment for the University of Botswana.

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 Table of contents

Executive summary ....................................................................................................................ii

1. Introduction ............................................................................................................. 1
1.1. Background of the study .......................................................................................... 1
1.2. Statement of the research problem .......................................................................... 3
1.2.1. Purpose of the study ............................................................................................. 3
1.2.2. Specific research objectives ................................................................................. 4
1.3. Study area ................................................................................................................ 4
2. Research design and methodology .......................................................................... 4
2.1. Source of data .......................................................................................................... 4
2.2. Study design and sampling methodology ................................................................ 5
2.3. Data collection ......................................................................................................... 6
2.4. Data analysis techniques .......................................................................................... 6
2.5. Limitations ............................................................................................................... 6
3. Findings of the study ............................................................................................... 6
3.1. Analysis of the land-related curricula and industrial needs at the national level by
establishing profiles that are sought by employers in the land sector.................................... 6
3.1.1. Assessment of the importance and attractiveness of the land sector in terms of
a particular time and over some time. ................................................................................ 7
3.1.2. Assessment of the capacity of universities and (IHL) institutes of higher learning
who produce land experts. ................................................................................................. 7
3.1.3. To analyse the main characteristics of land staff, density, age distribution, skill
mix, geographical distribution, emigration distribution, and emigration. ......................... 8
3.2. Analysis of the personal gaps to be filled for the better professional integration of
young land sector graduates ................................................................................................. 10
3.2.1. Identification and assessment of mismatches in the land labour market sector. 11
3.2.2. Relevance of curricula offered by institutions of higher learning (IHL) ........... 12
3.3. Identify obstacles to students’ socio-professional integration in the land sector and
possible areas for reframing land programmes for better integration of graduates ............. 13
3.3.1. To examine the different perspectives of employers and their implications in
the land sector .................................................................................................................. 15
3.3.2. To assess the demand for land agents ................................................................ 17
3.4. An economic model for land-related programmes-based end-user needs ............. 17
3.4.1. An assessment of the supply by distinguishing between the pool of available land
agents, those employed in the land sector, those working outside the land sector, and those
unemployed. ..................................................................................................................... 18

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 3.4.2. An analysis of the causes of shortage or surplus of land agents ........................ 18
3.4.3. An assessment of the skills possessed by land sector graduates. ....................... 19
3.4.4. An investigation of the imbalance in the geographical distribution .................. 21
3.4.5. A description of the shortcomings in their performance ................................... 21
3.4.6. An assessment of the measures to be put in place to address the identified
challenges. ........................................................................................................................ 23
3.5 Framework for understanding the causes and solutions of unemployment in
Botswana .............................................................................................................................. 24
4. Conclusions and recommendations ....................................................................... 24
4.1. Summary of Findings ............................................................................................ 25
4.1.1. Findings addressing Objective 1 ........................................................................ 25
4.1.2. Findings addressing Objective 2 ........................................................................ 25
4.1.3. Findings addressing Objective 3 ........................................................................ 25
4.1.4. Findings addressing Objective 4 ........................................................................ 26
4.2. Conclusions and Implications of the Study ........................................................... 26
4.3. Recommendations ................................................................................................. 26
References ................................................................................................................................ 28
Annexure 1: curriculum for bachelor of real estate – university of botswana ......................... 31
Annexure 2: curriculum for bachelor of geomatics ................................................................. 36
Annexure 3: curriculum for urban and regional planning- university of botswana ................. 41
Annexure 4: curriculum for architecture – university of botswana ......................................... 47
Annexure 5: curriculum for construction engineering and management – university of
botswana .................................................................................................................................. 52
Annexure 6: curriculum for quantity surveying- ba isago university ...................................... 56
Annexure 7: curriculum for real estate – ba isago university .................................................. 60
Annexure 8: Curriculum fOR Diploma in Real Estate Management ...................................... 63
Annexure 9: Curriculum of Certificate in Real Estate ............................................................. 65
Annexure 10: curriculum for architectural technology-limkokwing university ...................... 67
Annexure 11: curriculum for technology in construction engineering – gaborone university
college of law and professional studies ................................................................................... 69
Annexure 12: curriculum for certificate v in real estate management – gaborone university
college of law and professional studies ................................................................................... 74
Annexure 13: relevance of the curricula taught in different universities................................. 76

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A market study on the status of graduate youth employment in the land sector in Botswana

1. Introduction
The purpose of this study was to respond to the call for a bid titled “Market study of youth employment
in the land sector in Botswana” issued by the GIZ-AU programme “Strengthening Advisory Capacities
for Land Governance in Africa”. In response to GIZ’s key areas of engagement, the aim was to establish
the status of employment relating to land professionals in Botswana as part of their GIZ-AU initiative
on land governance.
GIZ strives to support the AU mandate on strengthening advisory capacities for land governance in
Africa by improving expertise in the land on the African continent. To achieve this, GIZ is cooperating
with the African Land Policy Centre which is based in Ethiopia at the United Nations Economic
Commission for Africa (UNECA). This centre oversaw the formation of the Network of Excellence on
Land Governance in Africa (NELGA). Botswana is a member of the NELGA Southern Africa, a
regional hub based in Namibia with 13 member countries. NELGA has partnered with the University
of Botswana and BaIsago University to make sure that the mandate on strengthening capacity on land
Governance is achieved.
In Botswana, there are about three (3) institutions of higher learning (IHL) offering land-related
programmes at Bachelors’ degree level. These are:
i. The University of Botswana, a publicly funded institution offering Bachelors of Architecture,
Geomatics, Real Estate, and Urban and Regional Planning.
ii. BaIsago University, a private institution offering Bachelor of Commerce in Real Estate, and
Bachelor of Science in Quantity Surveying.
iii. Gaborone University College, a private institution offering a Bachelor of Technology in
Construction Engineering.
The statistics from when the first graduates were released in the labour market in 2013 up to date were
used to establish the supply and demand of youth land sector graduates. The purpose was to determine
the number of land sector graduates that have been absorbed in the labour market and those still not
employed. According to the statistics from Human Resource Development Council (HRDC), it was
noted that 602 were employed and 682 unemployed as at 2016 (Human Resource Development Council,
2019a). It further looked at the attractiveness of the land sector in absorbing graduates in Botswana.
The scope of the study was to identify challenges related to the integration of young land sector
graduates (Architects, Urban and Regional Planners, Real Estate Professionals, Geomatics and Quantity
Surveyors) who graduated from universities offering such programmes into the labour market at the
national level as well as come up with measures that can help improve their skills and professional
integration. Lawyers were not included in this study though they deal with land-related functions such
as conveyancing and registration of transfer documents.
1.1. Background of the study
Botswana is a landlocked country in Southern Africa bordered by South Africa, Namibia, Zambia, and
Zimbabwe. It was one of the poorest countries at independence in 1966 and became one of the fastest-
growing economies in the world upon the discovery of diamonds in 1967. Botswana is a middle-income
country with a population of 2.4 million and its economy relies much on diamond production (World
Bank, 2023; Statistics Botswana, 2022). Botswana is politically stable, and its macroeconomic policy
framework is anchored around the prudent management of diamond revenue, which contributes about
90% of total exports and is a major source of revenue (World Bank, 2023). The economy of Botswana
declined by 8.7% in 2020 due to COVID-19 but improved by 11.8% in 2021 due to global demand for
diamonds (The Republic of Botswana, 2023a). However, income inequality is still high and the overall
unemployment rate of 25.4% was noted at the end of 2022 (World Bank, 2023; The Republic of
Botswana, 2023a). Unemployment was one of the four challenges (underperformance of GDP,
unemployment, global inflation, and budget deficit) that were noted in the 2023/2024 budget speech
that was presented by the Minister of Finance (The Republic of Botswana, 2023a) amidst the
opportunities (improvement in export earnings, improved net cash inflows from diamond export and
SACU receipts, and recovery in the government investment account) that were noted (The Republic of
Botswana, 2023a; The Republic of Botswana, 2023b).

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A market study on the status of graduate youth employment in the land sector in Botswana

As much as Botswana is doing well economically, however, the unemployment rate of 25.4% is high
by international standards for a smaller population just like its neighbouring countries 32.7% - South
Africa (The Republic of South Africa, 2023); 22% - Namibia (World Bank, 2023); and 13% - Zambia
(International Labour Organisation (ILO), 2017) except for Zimbabwe 5.30% (Zimbabwe National
Statistics Agency, 2023). There is a need for the SADC countries to look at ways of lowering their
unemployment rates as they are of concern by international standards. For a middle-income country
like Botswana which is aspiring to become a high-income country (The Republic of Botswana, 2023a),
the unemployment rate should be below the global average unemployment rate of 6.5% (International
Labour Organisation (ILO), 2017). To further affirm the importance of graduate employment,
McKinsey Global Institute (2012a) attests that there is a gap between the demand and supply of workers
by educational attainment. They further noted that there were too few high-skilled workers and a lack
of job opportunities for medium and low-skill workers (McKinsey Global Institute, 2012a). This is
supported by an article from the International Labour Organization (2020) and African Development
Bank Group (2016) in which they noted that youth unemployment is thrice more common than adults.
In addition, McKinsey Global Institute (2012b) further noted that 48% of Africans have secondary or
tertiary education but did not specify the actual percentage of Africans with tertiary education. African
Development Bank Group (2016) identifies the consequences of youth unemployment in Africa as poor
living conditions, promotes conflict, and fuels migration. They further noted that unemployment is a
sign of the continent’s failure to take advantage of its greatest asset for growth in terms of the large and
growing population of talented young people (African Development Bank Group, 2016) who are more
educated but less employed. It is also mentioned that Botswana and Tanzania were the only two
countries out of those surveyed who believed their governments had done well in meeting the needs of
the youth. Though Botswana is faced with the challenge of unemployment, this is not spared other
upper-middle-income countries like Algeria and South Africa.
One of the eight key objectives of the Land Policy Initiative (LPI) that was established in 2006 now the
African Land Policy Centre (ALPC) by the African Union Commission was to enhance knowledge
generation and dissemination and build capacity and skills in support of land policy development in
Africa (Strengthening Advisory Capacities for Land Governance in Africa (SLGA) Programme, 2018).
This has been achieved through regional sector developments such as the Network of Excellence on
Land Governance in Africa (NELGA) whose one of their key functions is to improve land-related
curricula and facilitate academic education and training for African land professionals and practitioners
(Mabakeng, Chigbu, De Villiers, Awala , & Christensen, 2021; Strengthening Advisory Capacities for
Land Governance in Africa (SLGA) Programme, 2018). Much as these initiatives have been
implemented, however, Kampamba, Nkwae, and Tembo (2015) noted one of the challenges that
institutions face is the lack of standardisation of curricula which poses a big problem for the industry.
For example, the guidelines for the development of curricula on land governance in Africa were
developed by ALPC, AU, ECA, and NELGA (Africa Land Policy Center, 2022; Africa Land Policy
Center, 2017) but these have not been shared with NELGA partner universities of which Botswana is
part of it. These guidelines were developed by looking at regional assessment reports, the needs of
industry, and curricula gaps as well as capacity development (Africa Land Policy Center, 2022). The
idea behind the development of these guidelines was to bridge the gaps between academia and industry.
However, Chigbu, Tenadu, and Mwasumbi (2017) examined land-related curricula in ten African
countries and noted that higher education curricula in Africa are not adequately responding to Africa’s
needs in capacity development in the land. This was supported by Adam (2022) who further highlighted
that African universities should consider the importance of incorporating topics on inclusive land
governance and related issues in the curricula review process as a means to manage land in a just,
conflict-free land sustainable manner.
This study is guided by the Stakeholder’s theory (ST) which was developed by Freeman in 1984 and
the Partnerships theory (Langrafe, Barakat, Stocker, & Boaventura, 2020; Kampamba, Tembo, &
Nkwae, 2017; Freeman, 1984). According to the theory, stakeholders can be classified as internal and
external (Freeman, 1984). Stakeholders theory has been used to explain the input of the industry
(employers) and partners' professional association

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A market study on the status of graduate youth employment in the land sector in Botswana

s in the development of relevant and important curricula by universities in Botswana (Kampamba,

Tembo, & Nkwae, 2017). Similarly, a study survey undertaken by Kampamba, Tembo, and Nkwae
(2017) revealed that 36 out of 60 Employers and industry stakeholders were asked to rate the relevance
of the real estate curricula that are offered by Universities in Botswana. It was established that these
curricula were relevant and met the needs of the industry stakeholders. When universities are developing
curricula in the land sector, stakeholders are invited and consulted for input in the design of the
curriculum. Universities have industry programme advisory boards (IPAB) that ensures that the
proposed contents of academic programmes are relevant and meet the needs of the industry. On the
other hand, in registering qualifications and accrediting learning programmes (curricula) that are
proposed by universities, Botswana Qualifications Authority also require that the curricula should be
endorsed by their respective professional associations and that evidence of a market survey is also
submitted before they are approved and registered. By making sure that a qualification passes through
all these processes of consultation with the relevant stakeholders, BQA strives to register and accredit
quality industry-relevant programmes in Botswana (Botswana Qualifications Authority, 2016).
1.2. Statement of the research problem
In 1996, the government of Botswana commissioned a Vision 2016 Committee (The Republic of
Botswana, 2012). Amongst the tasks, was to develop a framework that would guide the country towards
prosperity for all. Vision 2016 was conceptualised and implemented in 2000. One of the eight pillars
was an educated nation by 2016. Until 2000, the government of Botswana was training some of its
people abroad and it realised that it was expensive. The government then considered having its people
trained in South Africa, but it was also not financially sustainable until it decided to train most of its
people locally by introducing government sponsorship in local private institutions.
The government of Botswana has invested heavily in education by sponsoring students in local tertiary
institutions to undertake studies from 2000 to date. The purpose of doing so was to achieve what was
envisaged in Vision 2016 “Towards prosperity for all”, Pillar 1 being “An educated and informed
nation” (The Republic of Botswana, 2012; Adeyemi, 2009; Lekalake, 2016). In furthering its mandate,
the Botswana government came up with Vision 2036 “Achieving prosperity for all” and Pillar 1 having
a “Knowledge-based economy” (The Republic of Botswana, 2012; Leatame, et al., 2022; Musekiwa &
Mandiyanike, 2017). Since the inception of the two Visions, Institutions of Higher Learning (IHL) in
Botswana have produced 1,290 (1%) land sector graduates out of 117,544 graduates produced from
2013 to 2022 (Human Resource Development Council, 2015; Human Resource Development Council,
2016; Human Resource Development Council, 2019b; Human Resource Development Council, 2021).
It has also developed structures such as Botswana Qualifications Authority (BQA) and Human
Resource Development Council (HRDC) that have been put in place to ensure that quality and industry-
relevant learning programmes are developed and offered to students (Botswana Qualifications
Authority, 2021; Human Resource Development Council, 2021). Amongst interventions that have been
put in place but are not effective were the formulation of the Revised National Policy on Youth in
August 2010 and the internship programme that was implemented in August 2008 that ensures
graduates are equipped with practical skills in the workplace (The Republic of Botswana, 2010a; Powell
& Short, 2013). However, the government has not done enough in terms of absorbing graduates that are
coming from these tertiary institutions permanently. Though the private sector, non-governmental
organisations, and academic institutions are some of the employers of land sector graduates, the demand
of 682 cannot match the supply of 1,290 (Human Resource Development Council, 2019a). The result
is that a few graduates cannot find sustainable job placement in the labour market. This is evident by
the high unemployment rate of 25.40% in the country, 49.55% for a tracer study of the employment
outcomes of the vocational training graduates that was undertaken in 2010 (Bolaane, Chuma, Toteng,
& Molwane, 2010), and 53% in the land sector as at 2016. This study looked at the status of graduate
employment in the land sector and proposed recommendations that can be considered in eliminating
the unemployment of land sector graduates.
1.2.1. Purpose of the study
The study looked at the problems that young land sector graduates are facing in finding jobs both in the
public and private sectors. The general research objectives of the study were to:

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A market study on the status of graduate youth employment in the land sector in Botswana

a) Analyse land-related curricula and industrial needs at the national level by establishing profiles
that are sought by employers in the land sector.
b) Analyse the personal gaps to be filled for the better professional integration of young land sector
graduates by looking at the experience and skills acquired.
c) Identify obstacles to students’ socio-professional integration in the land sector and possible
areas for reframing land programmes for better integration of graduates; and
d) Propose an economic model for land-related programmes-based end-user needs by looking at
causes of shortage or surplus of land agents; the skills that they possess; imbalances in their
geographical distribution; shortcomings in performance; and measures to be put in place to
address the identified challenges.
1.2.2. Specific research objectives
To achieve the aim of the study, the following specific objectives have been adopted as per the terms
of reference:
a) To assess the importance and attractiveness of the land sector in terms of a particular time and
over some time.
b) To identify and assess mismatches in the land labour market sector.
c) To assess the capacity of universities and (IHL) institutions of higher learning who produce
land experts.
d) To assess the supply by distinguishing between the pool of available land agents, those
employed in the land sector, those working outside the land sector, and those unemployed.
e) To analyse the main characteristics of land staff, density, age distribution, skill mix,
geographical distribution, emigration distribution, and emigration.
f) To examine the different perspectives of employers and their implications in the land sector;
and
g) To assess the demand for land agents
1.3. Study area
The study area is Botswana though most of these institutions of higher learning and employment
opportunities are based in Gaborone. In this study, the following regions of Botswana were covered: (i)
Southern East District (Gaborone, Tlokweng, Lobatse and Ramotswa) for both employers (47%) and
employees; (ii) Southern District (Kanye, Goodhope, Moshupa and Jwaneng) for employers (9%) and
employees; (iii) Kweneng District (Molepolole, Thamaga and Mogoditshane) for employers (3%); (iv)
Central District (Serowe, Mahalapye, Palapye, Selibe Phikwe, Orapa and Tutume) for employers
(15%); (v) North East District (Francistown, Totona and Masunga) for employers (9%); (vi) Ghanzi
District (Ghanzi and Charles Hill) for employers (6%); (vii) Kgalagadi District (Tsabong, Hukuntsi,
Kang and Werda) for employers (6%), and (viii) other Districts (North -West and Chobe) for employers
(6%). The scope of the study covered the above-mentioned districts. We received responses from nine
out of the ten the districts were surveyed.
2. Research design and methodology
The study used a combination of desktop research by searching documents that are available for
review, and an online survey of employers and employees to come up with the report based on the
specific objectives that have been captured above. Information in Table 1 was used in coming up
with questions in the two online questionnaires that were created. A survey questionnaire was opted
for because it is cheaper, and more information is collected within a shorter period. However, for an
in-depth understanding of the problem of unemployment, an interview guide could have been ideal,
but it is time-consuming and costly to administer.

2.1. Source of data

The sources of data for this study were based on the specific objectives that are stated above and are
captured as follows in Table 1.

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A market study on the status of graduate youth employment in the land sector in Botswana

Table 1: Design matrix for sources of data

Specific objectives Source of data Variables Indicators

To assess the importance and attractiveness Industry stakeholders Relevance • Marketability

of the land sector in terms of a particular (Employers)
time and over a period Attractiveness

To identify and assess mismatches in the land Industry stakeholders Gaps • Shortcomings
labour market sector (Employers) • Underperformance
• Difficulties in carrying out
assigned tasks

To assess the capacity of universities and IHL and Universities Competence • Staff qualifications
(IHL) institutes of higher learning to • Staff establishment
produce land experts • Available resources

To assess the supply by distinguishing IHL and Universities, Supply of land • Number of students who
between the pool of available land agents, and HRDC sector graduates graduated from institutions from
those employed in the land sector, those 2013 to date
working outside the land sector, those • Number of land sector graduates
unemployed employed
• Number of land sector graduates
unemployed

To analyse the main characteristics of land IHL and Universities Demographic • Number of staff in institutions
staff, density, age distribution, skill mix, attributes • Age
Industry Stakeholders
geographical distribution, emigration • Skills of staff
(Public and Private)
distribution, and emigration • The location where they are
based
• Movement of staff

To examine the different perspectives of IHL and Universities, Views of • Perceptions of Employers about
employers and their implications in the land Industry stakeholders employers land sector graduates
sector (Employers) • The performance level of land
Implications
sector graduates
• Prospects of hiring land sector
graduates

To assess the demand for land agents Industry stakeholders Demand for land • Job opportunities available
(Employers) sector graduates • The attractiveness of land sector
graduates to employers

2.2. Study design and sampling methodology

In this study, we adopted the document review analysis by looking at available documents among the
stakeholders in the land sector. The documents and open-end questions from the survey for employers
and employees were reviewed using content analysis.
Study samples were picked through an online survey circulated to professional membership
associations, 1,500 Real Estate, 253 Geomatics, 210 Architects, 150 Quantity Surveyors, 200 Town
Planners, and 450 employers countrywide in both the private and public sectors. Purposive and random
sampling techniques for stakeholders to determine the status of employment of land sector graduates in
the labour market were used. The total population for this study was approximately 2,763 land sector
participants. A probability sample of 350 was determined using an appropriate formula for calculating
the sample size at a 95% confidence level with a 5% margin of error. This was determined considering
the time frame and financial resources available. From the sample size of 350, we obtained 106 online
responses from 37 employers and 69 employees representing a response rate of 30% which is within
the acceptable range of (5% to 45%) for online surveys. The online survey was adopted as it was the
cheapest and quickest way of collecting data across all regions in Botswana within the timeframe that
was agreed upon in this research project.

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A market study on the status of graduate youth employment in the land sector in Botswana

2.3. Data collection

The two questionnaires that were developed were captured using Google online forms. The following
two links were used to get the data from employees (Link) and employers (Link). The one for employees
was created first and has been running for over three weeks now. Respondents were constantly reminded
to fill out the online questionnaire. The one for employers was created after getting their contact details
from registration boards and telephone directory for government and parastatals in Botswana dealing
with land-related services and has been running for two weeks now. Secondary data was used to provide
a context of what the challenges are, the status of curricula, staff skills, and supply and demand of
graduates in the labour market of Botswana.
2.4. Data analysis techniques
Data was analysed using content analysis for the documents that were obtained from stakeholders within
the land sector to determine the status of employment of graduates. Where appropriate, descriptive and
inferential statistics were used where numerical data was obtained from stakeholders.
2.5. Limitations
The possible reliance on the use of a questionnaire could be one of the methodological weaknesses in
this study. Mixed methods using face to face interviews would have been ideal though expensive and
the fact that we did not have enough time, we were forced to rely on secondary data as well as online
surveys for data collection.
3. Findings of the study
The purpose of this study was to analyse the land sector graduate youth unemployment in the labour
market of Botswana. In Botswana, a youth is any person between the age of 12 and 35 years (The
Republic of Botswana, 2010b; Lesetedi, 2018). This study looked at the challenges that land sector
graduate youths have in gaining sustainable paid jobs in the labour market. The general objectives for
this study were: (i) Analyse land-related curricula and industrial needs at the national level by
establishing profiles that are sought by employers in the land sector; (ii) To analyse the personal gaps
to be filled for the better professional integration of young land sector graduates by looking at the
experience and skills acquired; (iii) Identify obstacles to students’ socio-professional integration in the
land sector and possible areas for reframing land programmes for better integration of graduates; and
(iv) Propose an economic model for land-related programmes-based end-user needs. The results of the
study are presented in the order of the general objectives. These are:
3.1. Analysis of the land-related curricula and industrial needs at the national level
by establishing profiles that are sought by employers in the land sector.
Eight (8) land-related curricula were analysed, and it was established that five (5) of them were offered
by the University of Botswana, two (2) by BaIsago University, and one (1) by Gaborone University
College. It was also noted that eight (8) out of twelve (12) qualifications were degrees as captured in
Annexures 1-12. The duration for degree programmes ranged from four (4) to five (5) years, and
certificates and diplomas from one (1) to three (3) years. It was also established that most of these
programmes have an industrial attachment in years two (2) and three (3) where students are expected
to be exposed to industry needs. The durations for such attachment range from two (2) for the University
of Botswana programmes to six (6) months for BaIsago University. The profiles that are sought after
are fully described in the annexures for the respective curricula. Upon completion of the programme,
graduates must be competent to undertake the following (.e.g. real estate programme); (i) Valuations
for different purposes; (ii) Carry out feasibility and development appraisals; (iii) Manage investment
properties and provide estate agency-related duties; (iv) Conduct market research and establish the
target market; (v) Allocate and manage land or housing units in public institutions; and (vi) Apply real
estate principles, to solve real estate-related problems.
However, one expects for example real estate graduates to be employed as (i) Property Managers; (ii)
estate agents; (iii) Facilities Managers; (iv) Property Development Consultants; (v) Property Investment
Analysts; (vi) Property Maintenance Managers; (vii) Housing Officers/Estate Officers; (viii) Research

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A market study on the status of graduate youth employment in the land sector in Botswana

Assistants; (ix) Mortgage Analysts; (x) Property Valuers (xi) Risk Managers; (xii) Portfolio Managers;
and (xiii) Land Managers in Public Sectors. These are the different job opportunities that are available
to industry needs.
The details of the purpose and employment opportunities are captured in Annexures 1 to 12.
3.1.1. Assessment of the importance and attractiveness of the land sector in terms of a particular
time and over some time.
In establishing the importance and attractiveness of the land sector in comparison with other sectors, it
was noted that most of these curricula are professional programmes where graduates end up forming
their own firms to provide services to the country. Such entrepreneurship attributes are predominantly
noticeable in the land sector graduates compared to other sectors. So far upon looking at various
professional registration councils in Botswana that regulate land sector graduates, we noticed that there
are 120 registered Real Estate firms in Botswana. There are also 101 registered Architectural firms, 57
registered Quantity Surveying firms, about 100 registered Land Surveying firms, 80 registered Town
Planning firms, and over 100 registered construction companies. This is what makes the land sector
important and attractive as it is also one of the major contributors to the gross domestic product (GDP)
of the country. In 2019 the services sector contributed 62%, while 3% came from agriculture and 32%
from the industry sector (Statistics Botswana, 2020). From the above figures, it shows that the land
sector is actively involved in economic development as an employer as well as a service provider. This
is another form of entrepreneurship that is meant to sustain the livelihood of the land sector graduates
by operating their own firms. Respondents were also asked if the programmes that they graduated from
were important and attractive. It was noted that the majority (70%) believed that the programmes were
important and attractive, and the minority (30%) do not believe so. It might be attractive due to the fact
that when one set up a small enterprise the amount of money one realises is the cause for choosing this
profession. Furthermore, for those employed by the government are also paid 30% scarce skills
allowance in addition to their salaries. The starting salary for those employed in government might
range from P8,919 to P12,138 per month unlike the one in private sector ranging from P1,500 to
P5000.00 per month. One of the reasons for those who believe the land sector not attractive could be
the lower salaries that are offered in the private sector.
The importance of the land sector cannot go unnoticed as land is an essential good and a factor for
production as well as an asset where to live. To promote good land governance, the input of all land
sector professionals is very important. It is also important to note that most of the land sector
professionals were attracted to pursue their careers in these programmes because of the advantages that
they offer to individuals such as the provision of consultancy services as well as competitive salaries
offered by government, parastatals, and non-governmental organisations. In assessing the importance
of the programmes, the respondents were asked if there is demand for the programme in the industry
and the majority (62%) of them said yes whereas the minority (38%) did not believe there is demand
for the programme. This is in line with what has been stated in the 2019 HRDC report of top occupations
in demand where these programmes have been captured (Human Resource Development Council,
2019a).
3.1.2. Assessment of the capacity of universities and (IHL) institutes of higher learning who
produce land experts.
In establishing the capacity of universities, the following indicators were used. These were staff
qualifications, their establishment, and available resources. It was also noted that in the case of
universities, the qualifications of staff varied based on the type of institution public or private. In the
case of the University of Botswana, a publicly owned institution the minimum qualification to teach an
undergraduate course is a Doctorate degree even though there were very few members of staff with
master's degrees. It was noted that across the five academic programmes that are offered at the
University of Botswana, there are a total of 28 employees, and out of that 15 (54%) members of staff
have doctorate degrees and 13 (46%) have master's degrees. On the other hand, the total number of
members of staff in private institutions is 36, and out of this number 3 (8%) have doctorate degrees, 30
(84%) have master's degrees, and 3 (8%) have bachelor's degrees. It was also noted that out of the 15
with Doctorate degrees, three (3) of them were Full and Associate Professors at the University of

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A market study on the status of graduate youth employment in the land sector in Botswana

Botswana. From the above results, we conclude that the University of Botswana is highly resourced in
terms of qualifications of staff teaching undergraduate courses compared to private institutions. This
could be attributed to the fact that most of the land sector programmes that are offered are at honours
degree level. This finding also relates well with what Leatame, et al. (2022) noted in their study that
staff from the University of Botswana are much more experienced and have higher research output than
their colleagues in private universities. The reason could be attributed to the quality assurance and
management principles that are put in place. In terms of lecturer-student ratios, we noted an average
student ratio of 22 for the University of Botswana and 46 for private institutions. This means that staff
in private universities spend more of their time on teaching than on research. This could also be
attributed to the level of qualifications which make it difficult for them to undertake research activities.
The employee respondents were also asked to indicate if members of the academic staff were qualified
to teach courses in their programmes. The majority (91%) of them believe staff are qualified to teach
courses and the minority (9%) are of a different view. The reason for their disagreement could be those
members of staff who are teaching in programmes that they do not qualify to teach.
In terms of their establishment, the University of Botswana has five (5) lecturers for Real Estate, six (6)
lecturers each for both Geomatics and Urban and Regional Planning, eight (8) lecturers for Architecture,
and three (3) Construction Engineering Management. On the other hand, BaIsago University has
thirteen (13) for Quantity Surveying, and six (6) for Real Estate while Gaborone University College has
eighteen (18) lecturers for the Technology in Construction Engineering. The majority (52%) of the
respondents do not agree that the programmes have enough staff to teach the courses whereas the
minority (48%) believe so.
In terms of resources, it was also noted that the University of Botswana has a complex of four buildings
comprising the three-storey faculty staff offices and lecturer rooms (Building 248), a two-storey studios
and computer laboratory (Building 249) for Architecture and Planning, two storey Mechanical
Engineering workshops and computer laboratories (Building 250) and lastly, a two-storey building for
Civil Engineering workshops and laboratories (Building 251). In terms of private institutions,
programmes have not been assigned buildings and instead, they just use what is available within their
premises. We thus noted that the University of Botswana is more highly resourced than its counterparts
in the private sector. The principal reason is that the University of Botswana is funded by the
government of Botswana whereas individuals fund private institutions. However, in terms of
sponsorship for their students, both University of Botswana and Private Universities’ students are
sponsored by the government of Botswana. From the results of the survey, the majority (61%) believe
universities have enough resources to run the programmes whereas (39%) do not think so.
3.1.3. To analyse the main characteristics of land staff, density, age distribution, skill mix,
geographical distribution, emigration distribution, and emigration.
In terms of age, it was noted that the majority (80%) of the University of Botswana members of staff
were 40 years and above and a minority of (20%) were below the age of 40 years. This was established
by looking at their number of years in terms of work experience. As for the private universities, the
opposite was the case. There were very few (20%) who were above the age of 40 and the majority
(80%) of their lecturers were below the age of 40 years. This also implies that the University of
Botswana’s lecturers are more experienced in the field of the land sector than their counterparts in
private universities. From the profiles (Annexures 1-12) that we looked at, it was also established that
most of the academic staff were trained abroad. In terms of prior experience in teaching and research,
some of them have taught and done research in foreign countries.
It was also noted that lecturers at the University of Botswana are more skilled than those in private
universities. This is attributed to the highest level of qualifications that they have. It was noted majority
(84%) of the lecturers at the University of Botswana have Doctorate degrees compared to (16%) of their
counterparts in private universities. Most of the members of staff at the University of Botswana have
qualifications relevant to the specific programmes that they teach unlike in private universities where
some of the lecturers are teaching in programmes that they do not have qualifications in. This finding
implies that the quality of programmes is compromised, and it affects the quality of graduates that are

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A market study on the status of graduate youth employment in the land sector in Botswana

produced for industry. It was also noted that looking at the student-staff ratio, private institutions are
the leading producers of graduates.
We also noted that most of the members of staff for both the University of Botswana and private
universities are in Gaborone. This is because Gaborone is the capital city of Botswana with a total
student population of 56,666 in 2020 (Statistics Botswana, 2020) and the major economic activities take
place in this city. This is in line with what Kampamba, Kachepa, and Seketeme (2022) noted in their
study that 30% of the city’s population in Gaborone are students.
The movement of members of staff is two-way. Of late some former employees of the University of
Botswana have joined private universities and very few from private universities have been employed
by the University of Botswana.
In terms of the number of employers, the survey revealed that minority of the respondents (44%) work
in the private sector while the majority (56%) work in the public sector and parastatals. Most of the
respondents (62%) were males and the minority (38%) were females. The survey also revealed that
(65%) of the respondents possess bachelor’s degree, (21%) have Master’s degree, (12%) have Doctorate
degrees and (2%) have diplomas. Most of the respondents (51%) are 36 years and above whilst the
minority (49%) are youths. In terms of work experience, (76%) have 6 years and above and the
remaining (24%) have less than 6 years. It was also noted that most respondents (47%) were in real
estate field of practice, followed by (27%) in construction, (8%) Architecture as well as Quantity
Surveying, (5%) Geomatics and (3%) Town Planning and Information, Communication and
Technology (ICT). The results also revealed that the number of employees that were employed in small
to medium organisations (1-50 employees) were 75% and those in large organisations (51-500) were
25%.
On the other hand, in terms of the number of employees that participated in the survey, it was established
that most of the respondents (54%) work in the private sector while the minority (37%) work in the
public sector and parastatals, and (9%) work in non-governmental organisations (NGOs). This result
implies that the major employer for land sector graduates is the private sector even though the salaries
that they are paying their employees are lower than those paid by government. Most of the respondents
(55%) were males and the minority (45%) were females. The survey also found out that (83%) of the
respondents possess bachelor’s degree, (7%) have honours degree, (9%) have Diplomas and Higher
National Diplomas and (1%) has a Doctorate degree. Most of the respondents (94%) are youths (18 -35
years old) whilst the minority (6%) are 36 years and above (baby boomers). In terms of work experience,
(94%) have 1- 10 years and the remaining (6%) have more than 10 years’ work experience. It was also
noted that most respondents (39%) were in real estate field of practice, followed by (21%) Land
Surveying, (19%) Architecture and Town Planning, (2%) Quantity Surveying, (6%) construction as
well as others, and (3%) academia. The results also revealed that majority of the employees (74%)
were trained from the University of Botswana, (25%) from BaIsago University and (1%) from
Gaborone University College of Professional Studies.
If we look at the age profile of employers and employees in Table 2: Demographic
characteristics of employers and employees, most employers are baby boomers while most of
the employees are youths. Most of the surveyed youths are also employers which is in contrast
with the youths who participated in the survey as employees. In terms of sector of operation,
almost half of the employers that participated in the survey were from the private sector and
most of the employees who participated in the survey were also employed in the private sector.
It was also noted that there is gender inequality in the land sector as it is dominated by both
male employers and employees (df(1)0.05, X2 =8.87>3.84; 0.003), and that most of them
(employers and employees) were degree holders (df(5) 0.05, X2 = 23.73>11.07; 0.0002). Most
of the respondents who participated in this study were from the real estate field of practice
(df(6) 0.05, X2 = 21.97>12.59; 0.0001).

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A market study on the status of graduate youth employment in the land sector in Botswana

3.2. Analysis of the personal gaps to be filled for the better professional integration
of young land sector graduates
In addressing this objective, two indicators were used which are experience and skills acquired during
their training period at universities. For experience, the Botswana government internship programme is
used to ensure that young graduates are attached to relevant organisations for two years. This meant for
equipping young graduates with practical skills that are relevant to their field of specialisation as way
of filling in the personal gaps that exist. In terms of skills, universities are tasked with the role of
providing programmes that develop the skills of young land sector graduates. According to the results
of the survey, the majority (74%) of the respondents were employed and the minority (26%) were
unemployed. The results of this survey are also in agreement with the national unemployment rate of
26% for Botswana (World Bank, 2023; The Republic of Botswana, 2023a). The majority (83%) of the
respondents also rated their performance at work as good and very good and the minority (17%) of them
as fair and poor. The personal gap is noted in those who rated their performance as fair and poor as
illustrated in Figure 1. Though the results are impressive (41%), there are still some graduates (59%)
that cannot perform at work due to personal gaps in what they were taught and what they are required
to do at work.
Table 3: Demographic characteristics of employers and employees

Most (78%) of the respondents also believe that they are working in a relevant field that they were
trained in at the university and (22%) believe that they are working in a field that is not relevant to their

10
A market study on the status of graduate youth employment in the land sector in Botswana

training. This result is also perceived as a personal gap for those working in a field that they were not
trained in, as there are chances that they will struggle in performing their assigned duties.

Figure 1: Details of personal gaps

3.2.1. Identification and assessment of mismatches in the land labour market sector.
The study has revealed a mismatch between the knowledge, skills, or competencies acquired through
education or training and the practical application of those skills in a professional work environment.
According to the study, the responses from employees in the land sector reveal that the majority (60%)
of employees believe that their job responsibilities differ from what they were taught and the minority
(40%) of the employees were of the view that there was no gap in their expertise. The implications of
this finding are that their education and training acquired are not appropriate for the tasks they perform
in their professional roles within the land sector while others believe that their formal education
effectively prepared them for their jobs in the land sector. The analysis of employee responses shows
that despite the existence of a perceived gap between what employees were taught and their job
responsibilities in the land sector, most employees indicated that they were not disadvantaged by this
gap. This implies that even while they are aware of the gap between their formal education and the
actual duties of their jobs, they do not perceive it as hindering their performance in the workplace.
However, it is still imperative to continually review and assess educational programmes to ensure their
relevance to market demands.
Employees expressed a disparity between knowledge and skills learnt in universities and the level of
intensity and complexity of the work they are assigned in the workplace. They highlighted that certain
modules within the curriculum such as Engineering Survey, Map Making, GIS and AutoCAD were
shallow and failed to adequately address the specific demands of the work environment. A Geomatics
professional remarked, “there is intense knowledge of engineering survey that wasn’t part of the
curriculum at university”. Another respondent from the same profession emphasized that “most of the
courses offered prioritize Geomatics topics and overlook the essential business aspects of the profession
such as business management and marketing of professional services”. This implies a lack of
entrepreneurial focus within the teaching and learning system. Furthermore, two Real Estate
professionals noted that the university curriculum lacked exposure to various sub-sectors within the
land sector.

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A market study on the status of graduate youth employment in the land sector in Botswana

Employees in the land sector noted that there exists a theory-practice gap within the school curriculum.
They highlighted that the school curriculum lacks practical training, which fails to prepare them for the
demands of their actual job. The existence of a deficiency in professional development and support
system also implies a gap within the land sector. One respondent from the Real Estate profession
expressed a concern about the “lack of proper mentorship”. This suggests that employees in this field
felt a lack of mentorship programmes that would allow them to learn from experienced professionals,
which hinders their professional growth. Similarly, a Geomatics professional highlighted that
"associations are not playing vital roles." This statement raises concerns about the level of involvement
and contribution of professional bodies within the land sector.
Land sector employees identified a challenge in accessing and utilizing property data within their
workplaces. They emphasized a lack of software that would enhance productivity and enable them to
efficiently complete their assigned tasks. A professional in the field of Land Surveying stated that
destroyed national reference marks impends their ability to carry out assigned tasks effectively.
Furthermore, both public and private offices lack readily available data which worsens the challenges
faced by employees in the land sector.
The analysis of the employers’ questionnaire indicated that most employees are considered competent
to perform the work assigned in their workplace. However, some employers were of the view that while
employees are mostly competent, they require practical training and mentorship before fully assuming
accountability for work activities. An employer in the field of construction stated, “They need proper
post graduate training at least two years before becoming fully accountable for their work activities”.
This implies that employers believe that additional practical training and mentorship is necessary for
employees to gain the experience and skills needed to take on full accountability in their work.
3.2.2. Relevance of curricula offered by institutions of higher learning (IHL)
Employers were asked to rate the relevance of core courses of the land sector programmes on a Likert
scale of 1 (Not relevant) to 4 (Very relevant). In scoring the responses, a scoring criterion was developed
as follows: (i) Not relevant for scores X≤1.49; (ii) Less relevant for scores between 1.5≤ X≤2.49; (iii)
Relevant for scores between 2.5≤X≤3.49; and (iv) Very relevant for scores X≥3.5. The competencies,
knowledge, and skills of the land sector graduates in the professions were rated and scored as follows:
The overall mean scores (OMS) for Architecture (3.5), Real Estate (3.4), Geomatics (3.4), Quantity
Surveying (3.6), Construction Engineering Management (3.3), Urban and Town Planning (3.4), and
soft skills (4.3) were relevant to very relevant. This implies that the curricula are relevant, and addresses
needs of the industry as outlined in Table 3. For example, the attributes of knowledge, competences,
and skills in the real estate industry that were rated and scored include the following: (i) Market research
and analysis (3.4); (ii) Property valuation and appraisal (3.4); (iii) Negotiating and deal-making (3.4);
(iv) Property management and leasing (3.4); (v) Real estate finance and investment analysis (3.1); (vi)
Knowledge of local regulations and laws (3.3); and (vii) reporting writing (3.5). The results imply that
the attributes of the real estate curriculum are relevant. It is also noted that the report writing attribute
scored the highest. The reason is that real estate professionals spend most of their time preparing
valuation reports, and other reports for different stakeholders.
As for quantity surveying, these were rated and scored as follows: (i) Cost estimation and budgeting
(3.8); (ii) Tendering and procurement processes (3.7); (iii) Quantity take-off and measurement (3.8);
(iv) Contract administration and management (3.6); (v) value engineering and cost control (3.4); (vi)
knowledge of construction contracts and laws (3.6); and (vii) Report writing (3.6). In quantity surveying
employers believe cost estimation and budget as well quantity taking off are very relevant based on the
highest score and value engineering and cost control were lowly scored implying that much as it is
relevant emphasis is placed on measurements and cost estimation.
Responses for Urban and Regional Planning were rated and scored as follows: (i) Land use planning
and zoning regulations (3.7); (ii) Urban design principles and spatial analysis (3.7); (iii) Transportation
planning and infrastructure development (2.8); (iv) Environmental Impact Assessment (3.3); (v)

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A market study on the status of graduate youth employment in the land sector in Botswana

Community engagement and stakeholder management (3.3); (vi) Policy development and
implementation (3.0); and (vii) Report writing (3.7). Much as all the attributes are relevant, they still
believe that land use planning and zoning regulations, urban design principles and report writing should
be given much attention as they were scored very high.
In the field of construction, the attributes were rated and scored as follows: (i) Construction project
management (3.4); (ii) Construction methods and techniques (3.4); (iii) Construction scheduling and
resource allocation (3.2); (iv) Healthy and safety regulations and practices (3.2); and Report writing
(3.4). As far as construction is concerned most of the attributes of knowledge and skills were rated
highly. This implies that they are all relevant in the field of construction, however, emphasis is placed
on construction methods and techniques, report writing as well as construction project management.
This is reflected in the processes that they are involved in during the construction period.
As for Geomatics, the attributes were rated and scored as follows: (i) Geographic information systems
(GIS) and remote sensing (3.5); (ii) Surveying and mapping techniques (3.3); (iii) Geospatial data
analysis and interpretation (3.6); (iv) Cartography and Visualisation (3.1); (v) Spatial database
management (3.6); and (vi) Report writing (3.3). Attributes and competencies for Geomatics were
scored highly implying that they are all relevant in performing the tasks that are assigned. Much as
engineering survey was one of the gaps that was noted by employees, strangely though relevant, it is
not one of the key competences that are required in the field. They placed much emphasis on Geographic
information systems (GIS) and remote sensing, geospatial data analysis and interpretation as well as
spatial database management. This result implies that there is a move from the traditional land surveying
practices to GIS and remote sensing.
Responses for soft skills which apply to all the professionals were rated and scored as follows: (i)
Communication (3.6); (ii) Collaboration and teamwork (3.6); (iii) Problem solving (3.6); (iv)
Adaptability (3.5); (v) Attention to detail (3.6); (vi) Professional ethics (3.6); and Teamwork (3.6). All
the respondents agree that soft skills are very important and were scored very high meaning they are
very relevant in the land sector for graduates.
Employers in the land sector further disclosed the specific skills they seek when hiring. They include a
combination of soft skills, and technical skills. The study revealed that employers across all professions
(Architecture, Real Estate, Quantity Surveying, Construction, Geomatics, and Urban and Regional
Planning) considered all the skills to be relevant in their respective professions as their mean scores for
each skill were above 2.5 out of 4, further supporting their significance in the land sector.
3.3. Identify obstacles to students’ socio-professional integration in the land sector
and possible areas for reframing land programmes for better integration of
graduates
One of the obstacles to students’socio-professional integration is the stringent registration and licencing
requirements by various professional associations where these young land sector graduates affiliate
themselves. For example, for one to practice in the field of real estate, it is a requirement that such a
graduate must spend two years of their work on probation with a mentor after having studied real estate
at a university for four years. The purpose of this requirement is to ensure that such a graduate has
acquired enough work experience to perform duties with minimal supervision. This is also applicable
in other professional fields in Botswana. The challenge is that some young land sector graduates might
not pass the professional examinations that are set to become full members of their professional
associations because the failure rate is high. This was validated by a response from one of the
respondents and he said that “REIB professional examinations are irrelevant as they are given
mathematics and accounting questions that are irrelevant to their programme and field hence high
failure rates”.
The other obstacle is that, if you are unemployed, you cannot become a probationer member of a
professional association because this is meant for those who are working so that they learn the job whilst
working. For those not working they are not likely to be integrated in their professional associations

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A market study on the status of graduate youth employment in the land sector in Botswana

though they are qualified. Even for those who are employed one of them noted that “there are
deficiencies in their professional development and support systems”. They believe that professional
associations are not playing vital roles in as far as integration is concerned. To this challenge of licensing
procedure, one respondent noted that “registration…is frustrating as it takes a long time to be examined
as well as graded”. This is frustrating as it affects progression as well. In addition to this concern, one
respondent also noted that “there are stiff barriers to entry in the industry”. On the other hand, one
respondent said that “The Real Estate Professionals Act of 2003 calls for real estate professionals
particularly in management, valuation and auctioneering to be only degree holders and he believe this
makes the industry less attractive and contributes to the influx of fly-by-nights unregistered
professionals”.
There is a provision for integration of students into professional associations during their tenure at the
university. Once they are done with their studies, they then cease to be student members of the
professional associations. The other challenge is that students’ membership fees are also unaffordable
thus forcing most of the students not to apply for integration into the profession.
In reframing land sector programmes, some universities apply for group professional student
membership just as a way of encouraging upcoming land sector graduates to be integrated into the
system at an early stage. On the issue of probationer examinations, the South African Council for
Property Valuers conduct work schools for the candidates just as a way of improving their pass rate and
quick integration of their land sector graduates.

Table 4: Relevance of the curricula taught in different universities (see annexure 13)

Score criteria used in assessing relevance of skills Decision

For scores X≤1.49 Not relevant

Fore scores between 1.5≤X≤2.49 Less relevant

For scores 2.5≤X≤3.49 Relevant

For scores X≥3.5 Very relevant

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A market study on the status of graduate youth employment in the land sector in Botswana

The other solution is to follow what South Africans have done. There is a separate institute for estate
agents and another one for property valuers. A similar response from one respondent who suggested
that “decentralise the real estate programmes to stand on their own e.g., diploma in property
management, diploma in property valuation etc to encourage integration of fly by nights to align
themselves with industry standards and eventually become licensed professionals”. This helps
upcoming land sector graduates to choose their professional pathway and developmental growth.
3.3.1. To examine the different perspectives of employers and their implications in the land
sector
Employers were asked on their perceptions relating to land sector graduates. One aspect that they
perceived was the theory-practice gap emanating from training institutions. Though most of them
believe the institutions are providing sufficient training, others thought the “students needed more
practical exposure. They need to do more practice in valuations, and the different scenarios they need
to be exposed to development projects and understand the different stages as well as the decision-

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A market study on the status of graduate youth employment in the land sector in Botswana

making matrix”. Another respondent pointed that “fresh graduates need a lot of guidance to catch up
with industry. It is doable”. The other respondent also noted that “it is critical for the training
institutions to work with companies/employers to secure proper post graduate training. He further
noted that the institutions can also do follow up to see if the students are getting relevant training”. The
point being raised is that there should be a provision for feedback from employers on industrial training.
Employers were also asked to indicate the skills and competences that some land sector graduates are
lacking in the workplace as illustrated in Table 5. They categorised the skills into two being soft and
technical. In terms of soft skills, most of them believed that land sector graduates lacked communication
skills, interpersonal skills, problem solving skills, negotiation skills, lack of professional ethics, failure
to adapt to new environments, lack of self-assertion and motivation, failure to deliver assigned work
timely, lack of confidence and attention to detail. On the other hand, they also noted the following
technical skills as lacking. These are selling skills, market research and analysis skills, survey
computation skills and GIS software skills, analytical skills, report writing skills, cost estimation and
budgeting skills, contract administration and management skills, construction scheduling and resource
allocation skills. From the above, it is evident that employers perceive some land sector graduates as
lacking in technical and soft skills. This has implications as they are unable to deliver the tasks that
have been assigned to them on time. The result is that end users and customers are inconvenienced
because of some land sector graduates who cannot deliver timely due to lack of technical and soft skills.
Table 5: Skills and competences that employers feel employees are lacking

Some employers perceive land sector graduates as incompetent. They believe that some graduates are
not ready to take up employment and perform according to expectations. One of the employers had this
to say “graduates seem to be very dependent …... They are very entitled in the beginning, without
measuring their own input they expect to be paid for learning instead of delivery or output”. The attitude
of some land sector graduates in the workplace is not professional but that of entitlement hence unable
to make it in the labour market. They also believe that it is very difficult to find the right employee with
relevant work experience for the job as well as would be required by client tender requirements.

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A market study on the status of graduate youth employment in the land sector in Botswana

3.3.2. To assess the demand for land agents

According to Human Resource Development Council (2019), the forecasts for the demand for Real
Estate professionals in 2019 were estimated to be 632 in 2019, indicating a significant demand for
employees in this land sector. This suggests that there is a positive outlook for employment
opportunities in the real estate industry even though on the ground it does not look like that. However,
the demand for Architects, Planners, and Surveyors in 2019 was projected to be -230, indicating a
negative demand meaning there is an oversupply of graduates in this category. This implies a potential
surplus of professionals in these fields, meaning that the supply of individuals with these skills exceeds
the demand from the industry. Similarly, the demand for construction workers in 2019 was estimated
to be -315, which represents the lowest demand among professionals in the land sector. This negative
demand indicates a potential oversupply of construction workers in Botswana during this period. These
forecasts highlight a contrasting demand pattern within the land sector. While there is a significant
demand for Real Estate professionals, there appears to be an imbalance in the supply and demand for
Architects, Planners, Surveyors, and construction workers. It is this imbalance that drives the private
sector growth. Because of the attractiveness of the land sector, professionals are forced to operate small
and medium sized businesses for them to survive on if they are not engaged in formal employment.
3.4. An economic model for land-related programmes-based end-user needs
The economic model was developed based on the supply of graduates and the forecasted demand for
top occupation in demand (Human Resource Development Council, 2019a). In this model it is believed
that supply is influenced by demand for the professionals in the labour market. From the model, we
note that the model is significant as 60% of the variation in the supply of land sector graduates is
explained by the projected demand for professionals in the land sector. In this model, supply is regarded
as a dependant variable and forecasted demand for professionals over 11 years as the independent
variables. The model seeks to explain the perceived economic relationship between supply and demand
of land sector graduates in the labour market. It has also been noted that all the independent variables
have no significant impact on supply as their p-values are above 0.05. However, the implications of the
results are that the cost of labour are now cheaper than before when the demand for land sector graduates
was high. This could be the reason why private sector are paying so cheaply for the cost of labour due
to the oversupply of graduates in the labour market.
The formula for the model equation is Y (supply of graduates in the land sector) = a +b1x1+b2x2+b3x3
Where:
a = intercept;
b1-b3 = regression coefficients;
x1 = forecasted demand for real estate;
x2 = forecasted demand for Architects, Town Planners and Surveyors; and
X3 = forecasted demand for Land surveyors and earth Engineers at 95% confidence level.
From the results in Table 6, the model equation is as follows:
Y= -115.01-0.19x1-1.88x2+1.76x3
Using the parameters in 2013, the supply for this model is 68 and not 62 as illustrated in Table 7. The
discrepancy is attributed to the error term within the model as well as the 60% variation that is explained
by the independent variables in the model.

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A market study on the status of graduate youth employment in the land sector in Botswana

Table 6: Economic multiple regression analysis model

SUMMARY OUTPUT

Regression Statistics
Multiple R 0.86
R Square 0.73
Adjusted R Square 0.60
Standard Error 41.77
Observations 10

ANOVA
df SS MS F Significance F
Regression 3 28,542.55 9,514.18 5.45 0.04
Residual 6 10,467.45 1,744.58
Total 9 39,010.00

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Comments
Intercept - 115.01 1,023.59 - 0.11 0.91 - 2,619.64 2,389.63
Total Demand forecasted for Real estate over
11 years - 0.19 1.08 - 0.18 0.86 - 2.84 2.45 Insignificant
Total forecasted demand for Architects, Town
Planners and Surveyors for 11 years - 1.88 1.84 - 1.02 0.35 - 6.38 2.62 Insignificant
Total forecasted demand for Land Surveyors
and Earth Scientists for 11 years 1.76 1.42 1.24 0.26 - 1.71 5.22 Insignificant

3.4.1. An assessment of the supply by distinguishing between the pool of available land agents,
those employed in the land sector, those working outside the land sector, and those
unemployed.
The supply and demand of land sector graduates over a period of 11 years is displayed in Table 7. The
forecasted demand for the three groups is also captured in Table 7. It was important to note that the total
supply of land sector graduates is about 1% of the total graduates that have been produced over a period
of 11 years. So far, 1,290 land sector graduates have been produced by the three institutions out of
117,544 that were produced during this time. It is also noted that there is still forecasted demand for
real estate graduates compared to other land sector graduates such as Architecture, Town Planning, and
Surveyors. According to Human Resource Development Council (2019) there were 404 unemployed
graduates in Architecture, Town Planning and Surveying in 2005/2006 and this number increased to
682 in 2015/2016. The reason for this could be that since the programmes have been in existence for
more than 20 years unlike real estate which started in 2011, the market could be flooded as it is small.
From the results of the survey, it was noted that 10% of the respondents were working outside the land
sector and 26% were unemployed. We can also conclude that 682 out of 1290 were still recorded as
unemployed as at 2016 (Human Resource Development Council, 2019a). This translates to 53%
unemployment rate in the land sector particularly for Architects, Planners, and Surveyors.
3.4.2. An analysis of the causes of shortage or surplus of land agents
The causes of shortages or surpluses of land agents in the sector can be attributed to various factors.
According to analysis of responses from the employee questionnaire, the main cause for a surplus of
land agents is the limited job opportunities available in the sector. A Physical Planner responded,
stating, "Government is the major recruiter and is currently closed for recruitment”.
This suggests that a lack of recruitment activities by the government, who is a major employer in the
land sector, contributes to the surplus of land agents. Additionally, employees in the land sector perceive
their profession to exist in a flooded market, resulting in a surplus of professionals. A real estate
professional expressed that there is a lack of diversity in terms of opportunities the market provides.
This implies that the industry may be saturated with a high number of professionals relative to the
available job opportunities.
The oversupply of land agents in the land sector is because of the excessive production of graduates.
When employees were asked about their perception of whether universities have produced an excessive
number of graduates in the land sector, 54% of respondents agreed, indicating that they believe there
has been an overproduction of graduates.

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A market study on the status of graduate youth employment in the land sector in Botswana

Table 7: Supply of land sector graduates

Land sector graduates

120

Ba Isago University Bahelors Degree in Real

Estate
100 Ba Isago University Bachelor Degree
Quantity Surveying
University of Botswana Bachelor
80 Architecture
University of Botswana Bachelor Real
Estate
University of Botswana Bachelor Urban
60 and Regional Planning
University of Botswana Master Urban and
Regional Planning
40 University of Botswana Bachelor Land
Management
University of Botswana Bachelor
Geomatics
20 University of Botswana Bachelor
Construction Engineering & Management
GUC Bachelor of Technology in
0 Construction Engineering
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Source: (BaIsago University, 2023; Gaborone University College of Law & Professional Studies, 2023;
The University of Botswana, 2022; Human Resource Development Council, 2019a; Human Resource
Development Council, 2016; Human Resource Development Council, 2019b; Human Resource
Development Council, 2021; Human Resource Development Council, 2015)
In contrast, 46% of respondents expressed a contrary opinion. A real estate professional remarked that
there are "Too many graduates from BaIsago University”. The presence of many graduates in the real
estate sector indicates a mismatch between the supply of graduates and the demand for land agents in
the sector. Moreover, the oversupply of graduates can be caused by the capacity of universities and staff
members. This implies that many students were enrolled in private institutions, hence producing many
graduates over a period of 11 years.
Furthermore, most employees have expressed their concerns regarding the unattractiveness of the land
sector profession, mainly due to low remuneration. The prevalent issue of inadequate compensation
may result in a potential shortage of professionals. This shortage of skilled workers has a direct impact
on employee productivity and workload. A real estate professional highlighted the consequences of this
shortage by stating, "There are not enough employed hence one can be tasked to manage 800
properties." The presence of strict barriers to entry into the land sector professions contributes to the
shortage of professional land agents. The requirements and procedures involved in the registration
process, entry examinations, and obtaining support from professional bodies often pose challenges for
individuals aspiring to be licensed. An employee respondent from the Surveying profession stated,
“Registration is frustrating as it takes a long time to be examined”. These barriers limit the number of
professionals who can obtain the necessary licenses, leading to a shortage in the industry.
3.4.3. An assessment of the skills possessed by land sector graduates.
In assessing the skills possessed by land sector graduates, employers were asked, "What are the key
skills employers look for when hiring in the land sector?" Employers in the land sector disclosed the
specific skills they seek when hiring, which encompass a combination of soft skills, technical skills,
and cognitive skills. This indicates that employers value a well-rounded skill set in graduates in the land
sector. In the field of Architecture, employers seek land sector agents who possess technical skills such

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A market study on the status of graduate youth employment in the land sector in Botswana

as marketing, design, draughting (drafting), contract administration etc. This indicates that employers
in Architecture value employees who have expertise in various aspects of architectural practice.
Additionally, employers in the Geomatics profession require land agents who have a combination of
soft skills, such as strong communication skills, and technical skills, including land surveying and GIS
(Geographic Information System). Furthermore, the profession often requires employees who can work
in remote areas. This suggests that in the Geomatics profession, adaptability, and the ability to work
effectively in challenging environments are highly valued as illustrated in Table 8.
Table 8: List of skills considered when hiring employees

In the construction profession, both soft and technical skills are in demand. Employees in this industry
need to possess strong communication skills, be team players, exhibit honesty, and be able to meet
deadlines. Moreover, they are expected to have a solid understanding of construction technology,
processes, cost planning and management, as well as design and technical construction skills. These
requirements highlight the importance of a well-rounded skill set for success in the construction
profession. Additionally, in the Land Surveying profession, prospective employees are expected to be
competent, innovative, and have a solid understanding of surveying principles. Reliability and hard
work are also highly valued skills in this field.
Employers in the Real Estate profession seek land sector graduates who possess a combination of soft,
technical, and cognitive skills. Soft skills such as effective communication, a positive attitude, agility,
time management, and attention to detail are in high demand. These skills help employees excel in client
interactions, negotiations, and the overall management of real estate transactions. Technical skills
related to selling, report writing, analytical skills, and a basic understanding of market assessment are
also crucial for success in the Real Estate profession. Furthermore, cognitive skills, including problem-
solving, adaptability, and analytical thinking are of great importance.
The Urban Planning profession requires employees who are proficient in various aspects related to land
planning and management. One respondent in the profession stated, “an individual who is
multitalented”. A multi-skilled employee in the urban planning profession may be required to address
the complex challenges associated with urban development.

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A market study on the status of graduate youth employment in the land sector in Botswana

3.4.4. An investigation of the imbalance in the geographical distribution

The geographical distribution of respondents (employers and employees) in the land sector was
examined in the study, revealing a significant imbalance. The study revealed that most respondents
primarily operate within the eastern corridor of the country. Specifically, the South-East District
accounts for 47%, predominantly concentrated in the capital city, Gaborone. Additionally, the Central
District comprises 14%, located in Mahalapye, Palapye, Serowe, and Orapa. Furthermore, the North-
East District hosts 9%, centred around the city of Francistown. The eastern corridor in total hosts 70%
of respondents in the land sector, compared to the 30% of the minority group based in other parts of the
country being Kgalagadi and Ghanzi District each at 6%, Kweneng District at 3%, Southern District at
9% and 6% of employers operating across the country.
When asked about the current state of the land sector in terms of growth and development, one employer
respondent answered, “It’s growing rapidly in some parts of the country especially along the eastern
corridor”. This imbalance can be attributed to more lucrative economic opportunities that are high in
the eastern region of the country compared to others. This could be due to factors such as higher
population density, better infrastructure, and access to markets. Employers are likely to be drawn to
these areas where they can maximize their business potential. Furthermore, the concentration of
employers and employees in the eastern corridor, particularly in the capital city of Gaborone, can be
attributed to the urbanization process and the availability of administrative facilities. Urban centres
often provide a range of services, including government offices, financial institutions, and professional
networks, making them attractive for businesses.
3.4.5. A description of the shortcomings in their performance
In analysing the shortcomings observed among employees in their workplace performance, five key
issues emerged, and the responses were categorized accordingly into the following five themes: (i)
disparity between knowledge and skills learnt in schools and the demands in the job market; (ii)
insufficient training and inadequate compensation; (iii) deficiencies in professional development and
support systems; (iv) challenges in the supply of adequate resources; and (v) adapting to the
challenging job market. These responses are presented as per the above five themes.
Table 9 categorises the challenges that employees face in the workplace into technical skills, soft
skills and other challenges. These are discussed below.

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A market study on the status of graduate youth employment in the land sector in Botswana

Table 9: Employees’ challenges in the workplace

3.4.5.1 Disparity between knowledge and skills learnt in schools and the demands in the job market
Most respondents (30%) indicated that the major challenge that they were experiencing pertains to the
disparity between educational knowledge, skills, and job market demands. They expressed that what
they have learnt in school does not align with the requirements of the industry. This indicates a gap
between the theoretical knowledge gained in educational institutions and the practical skills needed in
the job market, implying that the theoretical concepts taught in educational institutions do not
adequately prepare individuals for the practical aspects of their work. To emphasise this, one respondent
remarked “what I have learnt at school is only merely applied in the industry,” and another “there is a
gap between what we were taught in school and the work force.”
3.4.5.2 Insufficient training and inadequate compensation
Twenty percent (20%) of the respondents highlighted the lack of extensive training and under-market
remuneration as significant challenges affecting their performance. This suggests that employees do not
have the necessary skills and knowledge to perform their jobs effectively, and they feel demotivated
due to inadequate compensation. Lack of comprehensive training and low compensation can
significantly impact employee performance and motivation. Insufficient training can leave employees
feeling ill-equipped to handle their responsibilities, leading to decreased productivity and confidence.
Additionally, inadequate compensation may result in dissatisfaction and reduced engagement. “Lack of
training and payment with benefits from the companies,” “remuneration below market rates” are some
of the responses received from the respondents.

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A market study on the status of graduate youth employment in the land sector in Botswana

3.4.5.3 Deficiencies in professional development and support systems

The responses showed that 16% of the respondents pointed out a lack of proper mentorship and the
limited role played by professional associations as having an impact on their workplace performance.
The respondents commented, “lack of proper mentorship” and “associations not playing vital roles.”
This implies that the roles played by mentors and professional bodies in equipping the graduates for the
industry are inadequate. Effective mentorship and robust professional associations play a vital role in
supporting employees' growth and development. Mentors provide guidance, share industry insights, and
help employees navigate in their professional careers. Professional associations on the other hand
facilitate networking, knowledge exchange, and access to resources.
3.4.5.4 Challenges in the supply of adequate resources
Another 16% of the respondents cited challenges related to the availability and utilization of resources,
such as relevant software and data. They emphasized the “lack of software to fasten productivity.”
Geomatics respondents also added, “impediments in land surveying resources” whilst an employee in
real estate expressed an “inadequate access to comparable sales information at the Deeds Registry.”
This indicates that employees may not have access to the necessary tools and technologies required to
perform their tasks efficiently. Inadequate resources can hinder productivity and hinder employees from
delivering their best work.
3.4.5.5 Failure to adapt to the challenging job market
Eighteen percent (18%) of the respondents expressed difficulties in adapting to the demands of the job
market, feeling overwhelmed with tasks, and struggling with time management. An employee in real
estate shared that, “there are not enough people employed, therefore they have to manage a portfolio of
more than 800 properties,” singlehandedly. This suggests that the rapidly evolving job market can
create challenges for employees in terms of task overload and time management. The increasing
demands and expectations may lead to stress and burnout, negatively impacting performance.
Furthermore, the respondents noted a struggle in "fitting in" within the work industry, which may imply
challenges related to organizational culture, interpersonal relationships, or workplace dynamics. One
respondent also stated that “the work environment was not conducive, so he had to stop work”.
Employees who feel like they do not belong to the organisation may face difficulties in being productive
and engaged in their work hence leaving their jobs.
3.4.6. An assessment of the measures to be put in place to address the identified challenges.
In the assessment of the measures to be put in place to address the identified challenges faced by land
sector agents, employees were asked, “if not, what improvements or changes do you believe can be
made to enhance the quality of training provided by local institutions for graduates in the land sector?”
The measures that were rated and scored include the following: i) Conduct continuous professional
development (4.4); ii) Conduct induction (4.1); iii) Align curriculum with industry needs (4.3); iv)
Foster industry partnerships (4.3); v) Practical field experience (4.6); and vi) Soft skills development
(4.2). The results illustrate that employees strongly agree that all the listed measures can be used to
enhance the quality of training offered by universities.
Employers should invest in regular training to enhance employee skills and provide opportunities for
professional growth. This is to ensure that employees expand their knowledge and gain valuable
experience in their respective fields. Professional bodies also have a responsibility to provide access to
affordable valuable resources, workshops, and conferences and facilitate networking opportunities. It
is equally important for employers to assess and address resource gaps in the workplace by providing
necessary tools, software, and equipment to enable employees to effectively carry out their assigned
duties. Addressing the issue of low salaries in the land sector is vital. Employers must strive to offer

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A market study on the status of graduate youth employment in the land sector in Botswana

competitive compensation packages that align with industry standards. This is to promote job
satisfaction and hence increase productivity in the workplace.
3.5 Framework for understanding the causes and solutions of unemployment in
Botswana
The study looked at factors affecting the employability of land sector graduates in Botswana.
The independent variable for this study were factors and the dependent variable is the
employability of land sector graduates in Botswana. Stakeholder theory was used in
understanding the views and perceptions of employers about the employability of land sector
graduates. The purpose was to establish if the curricula that are being offered by institutions of
higher learning are relevant and address the needs of the industry. By so doing this study was
able to find the root causes of unemployment in the land sector and the impact this is having
on the economy. Figure 2 is the proposed model that was used in analysing the causes of
unemployment and possible solutions to help resolve the problem.
Oversupply of
Priotise skills in
graduates in the
demand
labor market

Inadequate
mentorship Engage alumni
support
support

Lack of industry Facilitate

exposure and internship and
networking work placements

Enhancing
Skills mismatch practical and soft
skills
Causes and
Solutions of Strengthening
Lack of work
Graduate Youth industry-academic
experience
Unemployment in collaborations
the Land Sector
Expanding work-
Lack of practical
intergrated
experience during
learning
training
programmes

Economic Economic
recession diversification

Limited Promoting
entrepreneurship entrepreneurship
opportunities and start-ups

Establish minimun
Low paying jobs wage for graduate
professionals

Figure 2: Framework for understanding the causes and solutions of unemployment

4. Conclusions and recommendations
This study is the first ever undertaken in the land sector looking at the supply and demand for land
sector graduates in Botswana. It was established that there is a gap, and challenges that are being faced
both from the universities as well as the employers. This helped in coming up with measures that can

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A market study on the status of graduate youth employment in the land sector in Botswana

be put in place so that the problem of youth unemployment in the land sector of Botswana can be
resolved by stakeholders.
4.1. Summary of Findings
The purpose of this study was to assess the problems that young land sector graduates face in finding
jobs both in public and private universities. There were four objectives that were formulated at the
beginning of the study. The results of each objective are summarized below.
4.1.1. Findings addressing Objective 1
The first objective entailed analysing land related curricula and industrial needs at national level. The
study analyzed eight land-related curricula offered by different universities in Botswana such as the
University of Botswana, BaIsago University, and Gaborone University College. Most of the
qualifications were degree programmes lasting four to five years, with certificates and diplomas ranging
from one to three years. In terms of attractiveness of the sector, the survey revealed that the land sector
stands out when compared to other sectors in terms of entrepreneurship. Majority of the respondents
agreed that the land sector is attractive and important because there is a possibility of the professionals
opening small and medium enterprises (SME) once they are fully registered to practice.
In terms staff capacity, most of the staff are qualified to teach undergraduate courses looking at their
minimum qualifications of a relevant master’s degree as per BQA requirements. However, it was noted
that some have master’s degrees which are not relevant in the field that they are teaching. It was also
established that government funded universities are more resourced than privately funded institutions.
The University of Botswana has a lower student to staff ratio than private institutions.
The staff for the University of Botswana are more experienced than their counterparts in private
universities.
4.1.2. Findings addressing Objective 2
The second objective was to analyze the personal gaps to be filled for the better professional integration
of young land sector graduates by looking at the experience and skills acquired. Two indicators, namely
skills and experience, were used to address this objective. A personal gap was noted in terms of work
performance for those who rated their performance as being poor and fair. This was attributed to the
difference between what was taught and what they are required to do at work.
The study revealed that there is a mismatch between the knowledge, skills and competences acquired
through education and practical application of these skills. However, employees stated that they are not
disadvantaged by this gap. Employees also indicated that the school curriculum does not align with
industry needs as some of the courses taught are shallow and fail to sufficiently address the demands of
the work environment. Employees also noted that the theory-practice gap exists as the school
curriculum lacks adequate practical training. Employers also stated that while employees are competent
in their work, they require more practical training and mentorship before fully assuming their job roles.
The survey also revealed that curricula offered by higher learning institutions is relevant to the industry.
4.1.3. Findings addressing Objective 3
The third objective involved identifying obstacles to students' professional integration in the land sector
and providing areas for reframing land programmes for better integration of students. The results reveal
that there are stringent registration and licensing requirements by various professional associations were
stated as one of the factors that affect their integration. The other obstacle that graduates face is that
they are not allowed to become probationer members if they are unemployed, and this delays their
professional development and that whilst they are on probation, they are not allowed to practice on their
own.
There is a provision for integration of students into professional associations during their tenure at the
university. However, once they are done with their studies, they then cease to be student members of
the professional associations. The other challenge is that students’ membership fees are also

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A market study on the status of graduate youth employment in the land sector in Botswana

unaffordable thus forcing most of the students not to apply for integration into the profession at an early
stage.
Employers believe that students need more practical exposure because of the theory practice gap
emanating from training institutions. Employers also categorised the skills that are considered when
hiring graduates as soft and technical skills.
In assessing the demand for land agents, primary data from the Human Resource Development Council
(2019), revealed that there was demand for real estate professionals and the other professionals
(Architects, Planners, Construction and Surveying) were in oversupply.
4.1.4. Findings addressing Objective 4
An economic model was developed based on the supply of land sector graduates and the forecasted
demand. In the model, supply is deemed to be influenced by the demand for professionals in the labour
market. This model was significant as 60% of the variation in supply of land graduates is explained by
the projected demand for professionals in the land sector. In terms of supply of land professionals, it
was revealed that the number of graduates produced in the past 11 years (2013-2022) was 1,290 out of
117,544 translating into 1% of total land graduates produced. We can also conclude that 682 out of
1290 (53%) were still recorded as unemployed as of 2016, a number slightly higher than the national
unemployment rate of 25.4%. The study further noted that the main cause of unemployment in the land
sector is limited job opportunities due to a small labour market.
In terms of distinguishing between the pool of available land agents the results of the survey noted that
64% of respondents work in the land sector, 10% of the respondents work outside the land sector and
26% were unemployed. It was further revealed that most of the organisations are based along the eastern
corridor of the country, showing an imbalance in the geographical distribution. This is because most
economic activities take place in this region.
4.2. Conclusions and Implications of the Study
The study has identified the demand, supply, and unemployment levels of land sector graduates. The
unemployment rate for land sector graduates who participated in the survey currently stands at 26%. It
was also noted that universities have done more than enough in producing land sector graduates. Though
the universities have done enough, there are still some challenges in equipping students with the relevant
skills that are desired in the labour market. We also noted that though the private industry has done
enough by employing the graduates, the professional associations are not doing enough to integrate
these graduates into their field of practice. The implication is that the economy cannot grow as
entrepreneurship through formation of small and medium enterprises is not encouraged. The
geographical imbalance is evident in the high urbanisation rate (61%) as most of the people are in
Gaborone and surrounding Villages because of the economic opportunities that are driven by the pull
and push factors.
4.3. Recommendations
The following recommendations are developed based on the findings revealed by the study.
1. Strengthen industry-academia collaboration: There is a need to create stronger partnerships
between industry stakeholders and universities offering land-related curricula. This can be
achieved through regular dialogues, joint research projects, internships, and guest lectures.
Such collaborations will ensure that the curricula align with industry needs and equip graduates
with the skills and knowledge required for the job market.
2. Enhance practical exposure: Practical elements such as internships, industry attachments and
job shadowing should be emphasised. The study recommends that the length of industrial
attachments should be increased across universities as the 2- 6 months industrial training is not
adequate for students to earn more practical experience. This will also enhance students’
employability and readiness to contribute effectively to the job market upon graduation.

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A market study on the status of graduate youth employment in the land sector in Botswana

3. Update and diversify curricula: Land curricula should be continuously reviewed and updated
to reflect the changing needs of the industry. New courses such as sustainable development,
green practices, digital mapping, automated valuation, and property management systems
should be introduced to address emerging trends and technology. Regulatory bodies such as
Botswana Qualifications Authority (BQA) should ensure that all qualifications meet local and
international standards. This will ensure graduates are equipped with the latest knowledge and
skills required in the dynamic land sector.
4. Promote entrepreneurship and start-ups: Encourage and support graduates to establish their
own firms and start-ups in the land sector. Entrepreneurship training, mentorship, and access to
funding opportunities should be made available to help aspiring entrepreneurs establish and
grow their businesses. This will not only create employment opportunities but also contribute
to the overall economic growth and development of the country.
5. Reduce barriers to entry: Barriers that limit graduates from entering the land sector job
market should be evaluated and addressed. Professional associations should collaborate with
universities to ensure that curricula offered to students are adequate to enable them to pass
licensing and certification requirements. This will result in an increase in number of
professionals able to practice in the market. It will also encourage entrepreneurship and enable
more graduates to establish their own firms and create employment opportunities.
6. Improve perception and awareness: Launch targeted campaigns to raise awareness about the
importance and attractiveness of the land sector and its related curricula. Highlight the potential
career opportunities, success stories of graduates, and the sector's contribution to the country's
economy.
7. Promote geographic diversity: Steps should be taken to address the geographic imbalance in
employment opportunities within the land sector. The government should establish economic
activities and infrastructure in regions outside the eastern corridor of the country. This can be
done through targeting investment, incentives, and policies to promote regional development
and attract businesses to other areas.
8. Encourage continuous professional development: The importance of continuous learning
and professional development for graduates in the land sector should be emphasized.
Universities should offer short courses and provided seminar presentations for graduates.
Participation in professional associations, industry conferences, and workshops should be
encouraged to enhance graduates' skills, expand their networks, and ensure that they stay
updated with industry trends and best practices.

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A market study on the status of graduate youth employment in the land sector in Botswana

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Chigbu, U. E., Tenadu, K., & Mwasumbi, A. (2017). Curriculum reform in land governance
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www.zimstat.co.zw

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A market study on the status of graduate youth employment in the land sector in Botswana

ANNEXURE 1: CURRICULUM FOR BACHELOR OF REAL ESTATE – UNIVERSITY OF

BOTSWANA
Introduction
The Bachelor of Real Estate is one of the three programmes in the Built Environment offered in the
Faculty of Engineering within the Department of Architecture and Planning for four (4) years. There is
also industrial attachment at year two (2) and three (3) for eight (8) weeks starting on 1st June and ending
on 31st July of each year. Since its inception in 2011 as a Bachelor of Science Real Estate, it was later
merged with a Bachelor of Land Management in 2016. Below is the aim of the qualification and what
graduates of this programme are expected to do once they complete their studies (Botswana
Qualifications Authority, 2021; The University of Botswana, 2022). The curriculum of the programme
follows immediately after the employment opportunities and lastly, the profile of the respective five (5)
academic staff is presented.
Purpose of the qualification
The purpose of this qualification is to produce graduates with knowledge, skills, and competencies to:
1. Undertake valuations for different purposes;
2. Carry out feasibility and development appraisals;
3. Manage investment properties and provide estate agency-related duties;
4. Conduct market research and establish the target market;
5. Allocate and manage land or housing units in public institutions; and
6. Apply real estate principles, to solve real estate-related problems.

Employment opportunities
Graduates of the Bachelor of Real Estate are likely to be employed as:
1. Property Valuers;
2. Property Managers;
3. Estate Agents;
4. Facilities Managers;
5. Property Development Consultants;
6. Property Investment Analysts;
7. Property Maintenance Managers;
8. Housing Officers/Estate Officers;
9. Research Assistants;
10. Mortgage Analysts;
11. Risk Managers;
12. Portfolio Managers; and
13) Land Managers in Public Sectors.

Curriculum for Bachelor of Real Estate at the University of Botswana

Year 1

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Introduction to Real Estate Core Introduction to Valuation Core
Mathematics for Business and Core Mathematics for Business and Core
Social Sciences I Social Sciences II
Basic Micro-Economics Core Basic Macro-Economics Core
Introduction to Law Core Building and Materials Core
Computing and Information Skills I GEC Computing and Information Skills GEC
II
Communication and Academic GEC Communication and Academic GEC
Literacy Skills I Literacy Skills II

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A market study on the status of graduate youth employment in the land sector in Botswana

Year 2

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Land Economics I Core Land Economics II Core
Contract Law Core Principles and Methods of Core
Valuation
Architectural Drawing Techniques Core Introduction to Land Core
Administration
Introduction to Planning and Built Core Introduction to Accounting Core
Environment
Geomatics Core Introduction to Property Law Core
Elective

Internship I Core 8 Weeks

Year 3

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Housing Economics and Policies Core Property Management Core
Real Estate Marketing and Agency Core Property Investment and Core
Appraisal
Applied Valuation I Core Property Conveyance and Core
Disposition
Property Development and Finance Core Applied Valuation II Core
Building Services I Core Project Planning and Core
Implementation
Building Maintenance Core Principles of GIS Core

Internship II Core 8 Weeks

Year 4

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Advanced Land Administration Core Dissertation Core
Computer Application to Real Core Business and Professional Ethics Core
Estate
Research Methodology Core Tribal Land Management Option
Alternative Dispute Resolution Core Risk and Value Management Option
Remote Sensing for Land Option Facilities Planning and Core
Management Management
Property Taxation Option Business Planning and Core
Entrepreneurship

Capacity in terms of academic staff

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A market study on the status of graduate youth employment in the land sector in Botswana

The real estate programme has five (5) academic staff and one Demonstrator offering subject-specific
courses and service courses are sourced from relevant subject-specific experts in various faculties
within the University of Botswana. Below are the profiles for the five (5) academic staff and one (1)
Demonstrator:

1. Professor Fidelis Emoh (Associate Professor)

He is a registered Estate Surveyor and Valuer and a Fellow of the Nigerian Institution of Estate
Surveyors and Valuers and holds BSc, MSc, and Ph.D. Degrees in Estate Management & PGD (Post
Graduate Diploma), MBA in Banking and Finance. He has varied professional experience having
worked as a Senior Lands/Valuation Officer in Anambra State, Principal Consultant, at Ifeanyi Emoh
& Co., and CEO (Chief Executive Officer), NIESV Ventures Ltd in Nigeria. He is a Professor of Real
Estate & Valuation & HOD at Nnamdi Azikiwe University, Awka, Nigeria before coming to the
University of Botswana. He has over 60 publications in referred journals, 3 standard real estate
textbooks, and 3 book chapters. He has served variously as a Board Member of, the Estate Surveyors
& Valuers Registration Board of Nigeria (ESVARBON), a National Council Member of the Nigerian
Institution of Estate Surveyors & Valuers (NIESV) & Editor-In-Chief, NIESV Journal. He had also
served as the Chair of, the Education Committee of ESVARBON as well as the Education Committee
of NIESV. He has provided professional consultancy services to governments, agencies, and institutions
in areas of property, plant, and machinery valuation, compulsory acquisition and compensation claims,
and real estate & management consultancy. Prof. Emoh is a Fellow, of the Institute of Management
Consultants (FIMC), a Certified Management Consultant (CMC), and a Member of the NIESV Faculty
of Business Assets & Intellectual Property Valuation

His qualifications are as follows:

1. Ph.D. (Estate Management) Nnamdi Azikiwe University, Awka, Nigeria
2. MSc (Estate Mgt.) The University of Nigeria, Nsukka, Nigeria
3. BSc (Honours) (Estate Mgt.) The University of Nigeria, Nsukka, Nigeria
4. MBA (B & Fin)
5. PGD (B & Fin)
He teaches the following courses:
1. Real Estate and Valuation
2. Business and Professional Ethics
3. Business Planning and Entrepreneurship
4. Land Economics
5. Building Maintenance
His research interests are in the following areas:
1. Real Estate and Valuation
2. Plant and Machinery Valuation
3. Property Finance and Investments
4. Property, Facilities, and Project Management
5. Real Estate Entrepreneurship

2. Dr. Johnson Kampamba (Senior Lecturer)

Johnson Kampamba is a Chartered Valuation and Project Management Surveyor of the Royal
Institution of Chartered Surveyors (MRICS) with over 23 years of work experience. He has more than
10 years of work experience in rating valuation projects in both local and central governments, 6 years
in private practice dealing with property valuation, property development and appraisal,
marketing/agency, and management, and 8 years as an Academic Staff at the University of Botswana.
He is now a Senior Lecturer at the University of Botswana under the Department of Architecture and
Planning.
His qualifications are as follows:
1. PhD (Built Environment) University of Botswana (2020)
2. MSc (Real Estate), University of Pretoria, (2006),
3. MSc (Construction Project Management), University of Pretoria, (2009), Republic of South
Africa.

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A market study on the status of graduate youth employment in the land sector in Botswana

4. BSc (Land Economy), The Copperbelt University, Zambia (1997).

He teaches the following courses:
1. Introduction to Property Valuation,
2. Principles and Methods of Valuation,
3. Property Management,
4. Facilities Management,
5. Property Investment and Appraisal,
6. Property Development and Finance,
7. Property Marketing and Agency,
8. Project Planning and Implementation,
9. Property Conveyancing and Disposition,
10. Research Methodology and
11. Computer Applications in Real Estate.
12. Dissertation
13. Investment and Valuation Project
14. Research Project I
Dr. Kampamba has a book chapter, 28 journal publications, 26 conference proceedings, 31 conference
presentations, 16 seminar presentations, and 2 technical reports. His research interests are in the
following areas:
1. Property taxation,
2. Housing,
3. Facilities management,
4. Property markets,
5. Corporate real estate,
6. Investment and development

3. Dr. Njideka Maryclara Aguome (Lecturer)

She has seven (7) Years of teaching experience/ 20 years of field experience (real estate). She is also a
Fellow of the Nigerian Institution of Estate Surveyors and Valuers (NIESV). Registered Surveyor and
Valuer, Estate Surveyors and Valuers Registration Board of Nigeria. Right of Way Agent (RWA),
International Right of Way Association (IRWA) International, USA. Member, International Right of
Way Association (IRWA) Nigeria, Chapter 84.
Her qualifications are as follows:
1. Ph.D. in Facilities Management.,
2. M.Sc. in Estate Management,
3. B.Sc. in Estate Management
She teaches the following courses:
1. Real Estate Marketing and Agency
2. Property Taxation,
3. Property management
4. Project Planning and Implementation

She has 5 Journal articles and 3 conference papers. Her research interests are in the following areas:
1. Property management,
2. Facilities management,

4. Mr. Simon Kachepa (Lecturer)

He is a Chartered Valuation Surveyor with over 14 years of practical experience in property valuation,
management, and development in Botswana. I graduated with a BSc degree in Land Economy from
Copperbelt University in Zambia and an MSc. Real Estate from the University of Pretoria in South
Africa.

His qualifications are as follows:

4. MSc Real Estate (University of Pretoria, RSA)
5. BSc Land Economy (Copperbelt University, Zambia), and

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A market study on the status of graduate youth employment in the land sector in Botswana

6. RICS (Royal Institution of Chartered Surveyors) Professional Member.

He teaches the following courses:
5. Applied Property Valuation I
6. Applied Valuation II,
7. Alternative Dispute Resolution
8. Property Conveyancing and Disposition
9. Research Methodology and
10. Value & Risk Management
His research interests are in the following areas:
3. Housing,
4. Land Tenure Systems,
5. Plant and Machinery
6. Valuation Practice in Developing Countries

5. Mr. Phenyo Mpolokang (Lecturer)

He is a real estate professional with over 10 years of practical experience in property valuation,
management, and development in Botswana. He graduated with a BSc honours Degree in Estate
Management from Oxford Brookes University in the United Kingdom and an MSc. Property Investment
from the University of Reading.

His qualifications are as follows:

1. MSc Property Investment 2015
2. BSc (Hons) Estate Management 2011
3. Certificate in Sectional Title Scheme Management
He teaches the following courses:
1. Introduction to Real Estate
2. Land Economics II
3. Principles and Method of Valuation
4. Housing Economics and Policies
5. Tribal Land Management
His research interests are in the following areas:
1. Land markets,
2. Land administration,
3. Property markets

6. Kefilwe Omphemetse Seketeme (Demonstrator)

She is an ambitious individual pursuing an MSc degree in Real Estate Finance and Investment.
Kefilwe has a solid educational foundation, holding a BSc degree in Real Estate. With four years of
experience as a demonstrator and an additional two years as a property valuer, Kefilwe has developed
expertise in various areas, including property development, property valuation, and real estate finance.
In addition to her practical experience, Kefilwe is a registered estate agent with both the Real Estate
Institute of Botswana and the Real Estate Advisory Council. This certification further validates
her professional competence.

Kefilwe's profile encompasses a harmonious blend of academic excellence, practical expertise, and a
commitment to staying updated with industry advancements. Her ultimate aim is to contribute to
successful property development projects and offer strategic guidance in real estate investments. Her
particular research focus is on housing provision, property valuation, and real estate education,
highlighting their dedication to advancing knowledge in these specific areas.

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A market study on the status of graduate youth employment in the land sector in Botswana

ANNEXURE 2: CURRICULUM FOR BACHELOR OF GEOMATICS

Introduction
The Bachelor of Geomatics is one of the four programmes offered in the Faculty of Engineering within
the Department of Civil Engineering for four (4) years. There is a survey camp at years one (1) and
three (3) for two (2) weeks and an industrial attachment at years two (2) and three (3) for eight (8)
weeks. Below is the aim of the qualification and what graduates of this programme are expected to do
once they complete their studies (Botswana Qualifications Authority, 2021; The University of
Botswana, 2022). The curriculum of the programme follows immediately after the employment
opportunities and lastly, the profile of the respective six (6) academic staff is presented.

Purpose of the qualification

The purpose of the qualification is to inform and expand knowledge, partly or mostly through research,
on different technical and managerial issues of Geomatics activities in pursuit of sustainable
development. Graduates of this qualification will be able to:
1. Apply survey techniques to establish geodetic networks for both vertical and horizontal
control.
2. Apply knowledge and understanding of the principles of cadastral, topographical, deformation,
and as-built surveys.
3. Plan, specify, and give reasoned advice on engineering surveys; define and assess accuracies
and tolerances; manage the engineering surveying element in large projects; and understand the
principles of good engineering practice.
4. Demonstrate knowledge and understanding of the principles of cartography, map design and
production processes, remote sensing, and photogrammetry (both aerial and terrestrial), remote sensing
techniques, scales, camera and satellite principles, and different data capture methods.
5. Demonstrate knowledge and understanding of the principles of geographic information science
and systems. This includes industry-standard GIS, data structures, types, applications, and appropriate
capture and output systems.
6. Apply knowledge of the principles of land registration, land management, administration, and
legislation related to rights in real estate internationally and nationally.
7. Demonstrate knowledge and understanding of the techniques for conflict avoidance, conflict
management, and dispute resolution procedures including for example adjudication and arbitration.

Employment opportunities
1. Land Surveyor
2. Cartographer
3. Photogrammetrist
4. Engineering Surveyor
5. GIS Specialist

Curriculum for Bachelor of Geomatics at the University of Botswana

Year 1

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Introductory Mathematics Core Introductory Mathematics II Core
Geometrical Optics and Mechanics Core Electricity, Magnetism, and Core
Elements of Modern Physics
Geomatics I Core Geomatics II Core
Communication and Academic GEC Communication and Academic GEC
Literacy Skills I Literacy Skills II
Computing and Information Skills I GEC Computing and Information Skills GEC
II

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Survey Camp I Core 2 Weeks

Year 2
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Engineering Mathematics I Core Engineering Mathematics II Core
Programming Principles Core Digital Photogrammetry Core
Principles of Cartography Core Introduction to Remote Sensing Core
Elements of Photogrammetry Core Digital Cartography Core
Introduction to Planning and the Core Programming for Geomatics Core
Built Environment

Internship I Core 8 Weeks

Year 3
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Engineering Mathematics III Core Introduction to Land Core
Administration
Engineering Surveying Core Principles of GIS Core
Geodesy Core Satellite Positioning Systems Core
Land Law for Geomatics Core Geodesy II Core
Survey Adjustment and Analysis Core Database Concepts Core

Internship II Core 8 Weeks

Survey Camp II Core 2 Weeks

Year 4
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Research Project I Core Engineering Ethics and Core
Professional Conduct
Spatial Data Modelling and Core Professional Ethics and Practice Core
Analysis
Advanced Land Administration Core Research Project II Core
Remote Sensing Applications Option Cadastral Surveying Practice Core
Advanced Cartographic Option Geomatics for Mining Core
Visualisation
GIS Design and Implementation Option Location-based Services Option
Digital Image Processing Option GIS Applications Option
Principles and Practice of SDI Option Special Studies in Land Option
Development Administration

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Capacity in terms of academic staff

The Geomatics programme has six (6) academic staff offering subject-specific courses and service
courses are sourced from relevant subject-specific experts in various faculties within the University of
Botswana. Below are the profiles of the six (6) academic staff:

1. Professor Yashon O. Ouma (Professor)

He is a Professor of Geomatics, with more than 15 years of experience in research and
teaching. Yashon is an Alexander von Humboldt (AvH) Experienced Research Fellow with
research/work experience in South Africa, Germany, Kenya, Japan, and Botswana. Professionally,
Professor Ouma is a member of the International Society of Photogrammetry and Remote Sensing
(ISPRS) and is a registered Associate Member of the Institution of Surveyors of Kenya (AMISK). He
serves in the International Cartographic Association (ICA) under the Commission on Sensor-
driven Mapping.

His qualifications are as follows:

1. D.Eng Geosystems Engineering (Chiba University, Japan)
2. MSc (Eng) Geomatics (University of Cape Town, South Africa)
3. BSc (Hons) Surveying & Photogrammetry (University of Nairobi, Kenya)

He teaches the following courses:

1. Digital Image Processing
2. Digital Photogrammetry
3. Satellite Remote Sensing (Optical and Microwave)
4. Engineering Surveying
5. Geographic Information Systems & Science
6. Spatial Modelling for Hydro Informatics
7. Research Methods
8. Programming for Geomatics

His research interests are in the following areas:

1. Earth Observation Analytics: Integrated Sensor Systems, Artificial Intelligence & Machine
Learning
2. Optical and Microwave Sensor Data Processing and Applications
3. Mobile Mapping Sensor Systems (MMSS): Development and Applications
4. Geographic Information Systems: GIS Theory and Applications

2. Dr. Boipuso Nkwae (Senior Lecturer)

He has 27 years of teaching and research experience besides another 2 years at the Department of
Surveys and Lands as a land surveyor. In his teaching career, he has worked for 2 years as a lecturer at
the former Botswana Polytechnic and about 25 years at the University of Botswana in the Department
of Civil Engineering. He has worked on several local and internationally funded projects.

His qualifications are as follows:

1. Ph.D. in Geodesy and Geomatics Engineering (University of New Brunswick)
2. MSc in Urban Land Appraisal (University of Reading)
3. BSc (Hons) in Surveying Science (University of Newcastle upon Tyne)
4. Diploma in University Teaching (University of New Brunswick)

He teaches the following courses:

1. Introduction to Land Administration
2. Advanced Land Administration
3. Special Studies in Land Administration
4. Tribal Land Management
5. Alternative Dispute Resolution in Land Administration

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6. Cadastral Surveying Practice

7. Engineering and Mining Surveying

His research interests are in the following areas:

1. Juridical Cadastres - land tenure and sustainability, indigenous tenure systems, peri-urban
land issues, land reform, and post-settlement strategies
2. Fiscal Cadastres - CAMA systems
3. Land Management Information Systems in the Knowledge Economy
4. National Spatial Data Infrastructures

3. Dr Kealeboga Kaizer Moreri (Senior Lecturer)

His qualifications are as follows:

1. Executive Master in Entrepreneurship - Candidate (UB)
2. Ph.D. Geomatics Engineering, Newcastle University, UK
3. MSc. Geomatics Engineering (UNB) Canada
4. BSc. Geographic Information Systems (UNISA) Australia
5. Dipl. in Technology Management and Entrepreneurship (UNB)
6. Dipl. in University Teaching, Canada

He teaches the following courses:

1. Principles of Geographic Information Systems
2. Location Based Services
3. Spatial Data Modelling and Analysis
4. GIS Design and Implementation

His research interests are in the following areas:

1. Volunteered Geographic Information
2. Land Administration Systems
3. Unmanned Aerial Vehicle (UAV) Technology
4. GIS for Transportation
5. Latent Class Analysis in Crowd Sourcing
6. Geospatial Technologies for Sustainable Development
7. GIS for Health Services
8. Application of GIS in Precision Farming
9. GIS for Decision Support Systems
10. GIS for water resources management

4. Dr Lopang Maphale (Lecturer)

He is a professional with expertise in Land Surveying, geographical Information Systems (GIS), and
Management. His knowledge of geospatial data collection, processing, and management is not only
commendable but it must be utilised to the advantage of organisations. He has been involved with
several projects' facilitation regarding the use of geospatial information and technologies in business
operations to improve operational efficiency and create opportunities. He has played a leading role in
organizing and associating Professional Land Surveyors and Geomatics practitioners in Botswana and
as Chair of the Botswana Surveying and Mapping Association, he was instrumental in the
government/private surveyors’ collaboration in Botswana National Land Registration project (2016 -
2017) which saw a lot of villages surveyed. Dr. Maphale played a leading role in the collaboration of
the University of Botswana and the Ministry of Health and Wellness in the production of a mapping
dashboard for COVID-19. He is the Vice President of the Botswana Institute of Geomatics.

His qualifications are as follows:

1. Ph.D. in Geomatics – University of Cape Town (2019)
2. M.Sc. Geographic and Geodetic Information Systems, University of London (2010)
3. Master of Business Administration, University of Botswana (2005)

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A market study on the status of graduate youth employment in the land sector in Botswana

4. BSc (Hons) Surveying and Mapping Sciences. University of East London, (1994)

He teaches the following courses:

1. Spatial Data Infrastructures
2. Principles of Cartography
3. Digital Cartography
4. Geographical Information Systems
5. Survey Adjustments and Analysis

His research interests are in the following areas:

1. Spatial Data Infrastructures
2. Principles of Cartography
3. Digital Cartography
4. Geographical Information Systems
5. Survey Adjustments and Analysis

5. Mr Bagadzi Michael Manisa (Senior Lecturer)

6. Mr Mooketsi Segobye (Lecturer)

His qualifications are as follows:

1. Master of Engineering in Geodesy and Surveying Engineering
2. Bachelor of Surveying

He teaches the following courses:

1. Introduction to Geomatics
2. Geodesy
3. Surveying
4. CAD

His research interests are in the following areas:

1. Coordinate reference systems
2. Geoid modelling
3. Deformation monitoring
4. Equipment calibration

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A market study on the status of graduate youth employment in the land sector in Botswana

ANNEXURE 3: CURRICULUM FOR URBAN AND REGIONAL PLANNING- UNIVERSITY

OF BOTSWANA
Introduction
The Bachelor of Urban and Regional Planning is offered in the Faculty of Engineering and Technology
under the Department of Architecture and Planning. The programme runs for four (4) years. There is
an industrial attachment at year two (2) and three (3) for eight (8) weeks. At the end of the 4 years, the
department offers a Master's Degree spanning over a year, with options to specialize in (1) Urban
Design, Environment, and Housing, (2) Planning Policy and Strategy (3) Planning Methods and
Techniques.
Below is the aim of the qualification and what graduates of this programme are expected to do once
they complete their studies (Botswana Qualifications Authority, 2021; The University of Botswana,
2022). The curriculum of the programme follows immediately after the employment opportunities and
lastly, the profile of the respective six (6) academic staff is presented.

Purpose of the qualification

On completion of the Bachelor of Science Urban and Regional Planning qualification, the graduates
will have specialised knowledge, skills, and competence to:
1. Communicate ideas, policies, information, and spatial plans using appropriate oral, writing, and
graphic presentation skills.
2. Demonstrate knowledge and understanding of the various social, economic, political, cultural,
demographic, and, environmental (multidisciplinary) processes that shape and are shaped by urban and
regional planning processes
3. Demonstrate an understanding of the foundational theoretical and philosophical thoughts that
inform urban and regional planning practice.
4. Prepare high-quality comprehensive urban and regional plans.
5. Demonstrate a high degree of competency in the application of advanced design, planning
methods, research methods, and techniques used in urban and regional planning.

Employment opportunities
1. Town Planner
2. Urban Planner
3. Physical Planner
4. Housing Officer
5. Land Acquisition and Development Manager
6. Traffic and Transport Planner
7. Environmental Planner
8. Land Use Planner
9. Urban Development Manager
10. City Manager
11. Regional Planner

Curriculum for Bachelor of Science in Urban and Regional Planning at the University of
Botswana

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Introduction to Planning and Built Core History of Planning Core
Environment
Introduction to Environmental Core Introduction to Environmental Core
Science Physical Science Human
Mathematics for Social Sciences I Core Mathematics for Social Science II Core

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A market study on the status of graduate youth employment in the land sector in Botswana

Basic Micro-Economics Core Basic Macro-Economics Core

Communication and Academic GEC Communication and Academic GEC
Literacy Skills I Literacy Skills II
Computing Skills Fundamentals I GEC Computer Skills Fundamentals II GEC

Year 2
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Planning Theory I Core Site Planning and Design I Core
Planning Graphics and Core Planning Theory II Core
Communication
Computer Aided Drafting Core GIS for Planners Core
Principles Of Cartography Core Planning Methods & Techniques Core
Introduction to Spatial Analysis GEC Introduction to Remote Sensing GEC

Internship I Core 8 Weeks

Year 3
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Planning Practice Core Public Facilities and Services Core
Planning
Transportation Planning & Core Urban & Regional Economics Core
Management
Environmental Land Use Planning Core Neighbourhood Planning and Core
Design
Site Planning and Design II Core Infrastructure Planning and Core
Management
Urban Sociology Option Rural Sociology Option

Internship II Core 8 Weeks

Year 4
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Planning Legislation Core Contracting and Planning Project Core
Management
Planning and Management for Core Planning Implementation and Core
Climate Change Techniques
Urban Regeneration and Renewal Core Planning Ethics Core
Land and Property Development Core Urban Governance and Core
Management
Gender and Planning Option Property Management Option
Urban Agriculture Option

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Specialization Opportunities

Year 5: Urban Design, Environment, and Housing Specialization

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Research Methods and Techniques Core
New Urbanism Core
Landscape Design Core Supervised Dissertation/Research
Core
Integrated Housing Studies Core Project
Healthy City Planning Option
Environmental Impact Assessment Option

Year 5: Planning Policy and Strategy Specialization

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Research Methods and Techniques Core
Integrated Development Planning Core
Regional and Rural Planning and Core
Development Supervised Dissertation/Research
Core
Comparative Planning Core Project
Administrative and Policy Planning Option
Smart Growth Planning Option

Year 5: Planning Methods and Techniques

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Research Methods and Techniques Core
Planning Support Systems Core
Development Impacts Analysis Core
Public Participation and Core Supervised Dissertation/Research
Negotiations Techniques Core
Project
Community Planning Methods and Option
Scenarios
Urban Ecological Footprint Option
Methods
Capacity in terms of academic staff
The Urban and Regional Planning programme has six (6) academic staff offering subject-specific
courses and service courses are sourced from relevant subject-specific experts in various faculties
within the University of Botswana. Below are the profiles of the six (6) academic staff:

1. Dr. Keone Kelobonye (Senior Lecturer)

He is a Senior Lecturer of Urban Planning at the University of Botswana (UB) and is currently serving
as a Guest Editor for the ISPRS International Journal of Geo-Information. He is a certified Urban and
Transport Planner and researcher registered with the Department of Town and Country Planning in
Botswana. His professional memberships also include the Pula Institute of Town Planners (BW) and
the American Association of Geographers (USA). Having joined the University of Botswana as a Staff

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A market study on the status of graduate youth employment in the land sector in Botswana

Development Fellow in 2013, Dr. Kelobonye was appointed to the position of Lecturer in 2016 and
promoted to Senior Lecturer as a high-flyer in 2021, after one year of teaching.

His qualifications are as follows:

1. PhD.| Spatial Sciences: Metropolitan Transport Planning (Curtin University, Australia)
2. MSc.| Geospatial Science (Curtin University, Australia)
3. M.A. (Prof) | Planning Policy and Strategy (University of Botswana)
4. BSc.| Urban and Regional Planning (University of Botswana)

He teaches the following courses:

1. Geographic Information Systems
2. Planning Support Systems
3. Urban & Regional Economics
4. Planning for Climate Change
5. Planning Policy & Administration
6. Digital Cartography
7. Spatial Modelling
8. Transportation research

His research interests are in the following areas:

1. Geospatial intelligence
2. Urban spatial structure
3. Urban geo-informatics
4. Metropolitan transport planning
5. Transport geography
6. Accessibility
7. Spatial equity
8. Travel efficiency
9. Transport policy
10. Travel behaviour
11. Travel mode choice

2. Dr Lapologang Magole (Senior Lecturer)

She is a Senior Lecturer at the University of Botswana’s Department of Architecture and Planning and
a Regional Development Planner by profession. She holds a Master of City Planning (MCP, Regional
Development Planning Stream) (1995) from the University of Manitoba, Winnipeg, Canada. In her
master, she specialised in Regional Development Planning, Rural Resources Management, and
Stakeholder Participation in Planning. She received her Ph.D. in Development Studies (Environmental
Policy Analysis) at the University of East Anglia, UK in 2003. Dr. Magole is an environmental policy
analyst and policy planning process facilitator. She has vast experience in stakeholder participation
management for development planning, meeting facilitation (mediation, negotiation, conflict
resolution, and empowerment), project management, and strategic planning. She is also an experienced
trainer in participatory planning and learning methods.

Her qualifications are as follows:

1. Ph.D. Development Studies (2003). University of East Anglia, Norwich, UK. Natural resources
management and policy processes.
2. Master of City Planning (1995). University of Manitoba, Winnipeg, Canada. Regional
Development Planning
3. BA (1991) UB Double Major, Economics & Environmental Science

She teaches the following courses:

1. Urban and regional economics
2. Regional and rural development planning
3. Urban planning and climate change management

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4. Natural resources governance

5. Participatory planning research and learning methods
6. Research methods and techniques

Her research interests are in the following areas:

1. Natural resources planning and governance in general and water and land resources
management in particular
2. Cities and communities, adaptation and resilience to climate variability and change
3. Integrated development planning and governance
4. SMART planning and building sustainable communities
5. Environmental policy and planning processes analysis
6. Stakeholder participation and involvement in the development and natural recourses planning

3. Dr. Chadzimula Otsetswe Molebatsi (Senior Lecturer)

He has published widely in the areas of settlement planning and the environment and is actively
involved in community engagement initiatives. In addition to an academic vocation, Chadzimula is
engaged in part-time subsistence farming with a keen interest in endogenous livestock and crop farming
practices.

His qualifications are as follows:

1. Ph.D. Town and Country Planning
2. MA Environmental Planning
3. B A Humanities

He teaches the following courses:

1. Planning Theory
2. Research Methods
3. Urban and Regional Development Planning

His research interests are in the following areas:

1. Planning Pedagogy and Epistemologies
2. Participatory Development Planning
3. Production of Urban Spaces

4. Mr Horatius Gaogakwe Ikgopoleng (Senior Lecturer)

His teaching experience at UB spans over 20 years.
He is a registered Town Planner with the Department of Town and Country Planning.

His qualifications are as follows:

1. M.A. Town and Regional Planning, University of Sheffield
2. Bachelor of Arts (Social Sciences), University of Botswana

He teaches the following courses:

1. Planning Techniques
2. Environmental land use planning
3. Climate change
4. Housing studies

His research interests are in the following areas:

1. GIS
2. Climate change
3. Housing studies

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A market study on the status of graduate youth employment in the land sector in Botswana

5. Dr. Mutakela Ben-Kingsley Minyoi (Lecturer)

He is a Town Planner by profession, having started as a Trainee Planner in 1989 in the then Ministry of
Local Government and Lands, Department of Town and Regional Planning, and as a Practitioner from
1994 to 1999. Then joined the academia (University of Botswana) in 1999 as a Staff Development
Fellow and became a Lecturer in Urban and Regional Planning in 2002.

His qualifications are as follows:

1. Ph.D. Urban Planning and Management - University of Dar es Salaam, Tanzania
2. MSc. Housing Studies - Oxford Brookes University, United Kingdom.
3. BSc. Urban and Regional Planning - University of Botswana, Gaborone Botswana
4. Advanced Diploma Urban and Rural Planning - Ardhi Institute, Tanzania

He teaches the following courses:

1. Introductory courses to Planning and Planning Theory,
2. Planning History
3. Settlement Development Planning
4. Site Planning and Design
5. Urban Governance and Management
6. Integrated Development Planning
7. Housing Studies

His research interests are in the following areas:

1. Urban Planning Practices
2. Plan Implementation
3. Housing
4. Land Tenure
5. Urbanization
6. Climate Change
7. Informality

6. Mr. Nnyaladzi Lancelot Tema (Lecturer)

He is an Urban Design specialist and community-led urban planning protagonist. He has vast
experience in local area planning and design, and strategic planning. He holds membership in the Pula
Institute of Town Planners (currently serving as the Secretary-General) and the Commonwealth
Association of Planners. Currently, Mr. Tema is part of the PITP team engaging the Botswana
Government on Urban Planning Reforms, and the significance of Urban Planning as a critical
profession to the country's transformative agenda.

His qualifications are as follows:

1. MA Sustainable Place Making & Urban Design (Kingston University, London)
2. BSc Urban & Regional Planning (University of Botswana, Gaborone)

He teaches the following courses:

1. Informal Settlement Upgrading
2. Urban Regeneration
3. Planning Ethics
4. Comparative Planning
5. Neighbourhood Planning and Design
6. Evolving Settlements
7. Public Realm Design

His research interests are in the following areas:

1. Public Realm Design
2. Sustainable Place Making

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ANNEXURE 4: CURRICULUM FOR ARCHITECTURE – UNIVERSITY OF BOTSWANA

Introduction
The Bachelor of Architecture is one of the three programmes offered in the Faculty of Engineering
under the Department of Architecture and Planning for five (5) years. There is an industrial attachment
at year two (2), three (3), and four (4) for eight (8) weeks. Below is the purpose of the qualification and
specific career paths that can be pursued by graduates upon completion (Botswana Qualifications
Authority, 2021; The University of Botswana, 2022). The program curriculum is outlined after detailing
the employment opportunities available to graduates. Additionally, the profiles of the eight (8) academic
staff members are provided.
Purpose of the qualification
The purpose of an architecture qualification is to equip individuals with the necessary knowledge, skills,
and competencies to pursue a professional career in architecture. Through a comprehensive and rigorous
program, students gain a deep understanding of architectural principles, theories, history, and the built
environment. The qualification aims to prepare students to design and create functional, aesthetically
pleasing, and sustainable structures and spaces.

The specific objectives of an architecture qualification may include:

1. Developing a solid foundation of architectural principles and theories

2. Fostering creative and critical thinking skills
3. Developing technical and practical skills
4. Promoting an understanding of sustainability and environmental considerations
5. Encouraging collaboration and interdisciplinary thinking
6. Meeting professional standards and requirements

Employment Opportunities
1. Architect
2. Project Manager
3. Design Consultant
4. Project Coordinator
5. Computer Aided Designer
6. Architectural Drafter

Curriculum for Bachelor of Architecture at the University of Botswana

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Design & Communication I Core Design & Communication II Core
Building Materials & Construction Core Traditional African Architecture Core
I
Geometrical optics, Mechanics, Core History of Art Core
Vibrations, and Waves
Basic Micro-Economics Core Environment and Comfort Core
Design Mathematics I Core Design Mathematics II Core
Communication and Academic GEC Communication and Academic GEC
Literacy Skills I Literacy Skills II
Computing Skills Fundamentals I GEC Computer Skills Fundamentals II GEC

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Year 2
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Architectural Design I Core Architectural Design II Core
Building Materials & Construction Core Building Materials & Construction Core
III IV
History of Architecture I Core History of Architecture II Core
Computer Aided Drafting Core Energy Efficiency in Buildings Core
Land Surveying and Cartography + Core Theory of Structure II Core
Lab
Theory of Structures 1 Core

Internship I Core 8 Weeks

Year 3
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Architectural Design III Core Architectural Design IV Core
Building Services I Core Building Services II Core
History of Architecture III Core History of Architecture IV Core
Theory of Structures III Core Interior Design Core
Introduction to Town Planning Option Foundation Of Engineering Law Core
Infrastructure Planning & Option
Management

Internship II Core 8 Weeks

Year 4
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Architectural Design V Core Architectural Design VI Core
Building Systems I Core Building Systems II Core
Philosophy of Architecture I Core Philosophy of Architecture II Core
Construction Law Core Professional Practice I Core
Landscape Design Core Environmental Impact Assessment Option
Urbanisation & the Environment Option
Internship III Core 8 Weeks

Year 5
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Design Project I Core Design Project II Core
Building Economics Core Urban & Rural Design Practice Core
The State & Society Core Project Management Core
Land and Property Evaluation Option Law & Society in Botswana Core

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Land and Property Management Option

Project Practice II Option

Capacity in terms of academic staff

The Architecture programme is supported by eight (8) academic staff and four (4) demonstrators who
specialize in subject-specific courses. Additionally, service courses are obtained from experts in
relevant subjects from different faculties within the University of Botswana. Presented below are the
profiles of the eight (8) academic staff members:

1. Dr. Kagiso Jobe (Lecturer)

He is a researcher, teacher, and practitioner in affordable housing, energy-efficient and sustainable
building design. He is an accomplished scholar with research interest and expertise in developing
collaborative design tools and methods (BIM), participatory and flexible design methods, developing
affordable housing strategies and policies in developing countries, and low-energy design applications.

His qualifications are as follows:

1. PhD
2. Master of Architecture (MArch)
3. Bachelor of Environmental Design Studies (B.E.D.S)

He teaches the following courses:

1. Architectural Design
2. Energy efficiency in buildings and
3. Environment and Thermal Comfort

His research interests are in the following areas:

1. Affordable housing
2. Low and zero-energy buildings

2. Dr. Katlego Pleasure Mwale (Lecturer)

She is a qualified and registered architect with Architectural Registration Board in Botswana (ARC).
She is also an accredited architectural historian and architectural heritage specialist. I am a researcher
and scholar.

Her qualifications are as follows:

1. Ph.D. in Architecture
2. Master of Arts in Conservation and Regeneration
3. Bachelor of Architecture

She teaches the following courses:

1. Architectural Design
2. History and Theory
3. Courses in Heritage

3. Mr. Edward Ted Mazhani (Lecturer)

His qualifications are as follows:

1. Master of Design Science (Sustainable Design and Facilities Management)
2. Master of Architecture
3. Bachelor of Environmental Design Studies

He teaches the following courses:

1. Design

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2. Building Systems
3. Building Services
4. Building Materials and Construction

His research interests are in the following areas:

1. Sustainability in the built environment
2. Building Materials
3. Facilities Management

4. Mr. Leago Setlhare Sebina (Lecturer)

He is a registered architect in Canada and Botswana and has experience in both practice and academia
for over 15 years. His interest in practice, research, and teaching is in the infusion of appropriate
sustainable technologies, indigenous knowledge, local resources, and skills in improving living
conditions for low-income communities in Botswana. This has been explored through research and in
the design of various types of projects, especially housing and others as well as in teaching practical
courses such as design studio, building materials and construction, and Indigenous African
Architecture.

His qualifications are as follows:

1. MArch (Master of Architecture - Arch. Design) University of New South Wales, Sydney,
NSW, Australia. 2008
2. MArch (Master of Architecture -1st Prof.) Dalhousie University, Halifax, NS, Canada. 2004
3. BEDS (Bachelor of Environmental Design Studies), Dalhousie University, Halifax, NS,
Canada. 2002

He teaches the following courses:

1. Design stream
2. Technology stream
3. History & Theory
4. Building Material and Construction
5. Traditional African Architecture
6. Final Year Design Thesis

His research interests are in the following areas:

1. Housing
2. Sustainability
3. Indigenous Knowledge Systems

5. Mr. Moemedi Gabana (Lecturer)

His qualifications are as follows:

He teaches the following courses:

1. Design
2. History and Theory of Architecture, and
3. Contemporary Philosophy of Architecture
4. Urbanism

6. Mrs. Seabo Botsile Morobolo (Lecturer)

Her qualifications are as follows:

1. PhD Candidate
2. Master of Urban and Regional Planning
3. Bachelor of Architecture (B.Arch.)
4. Bachelor of Applied Science (B.A.Sc.) Architectural Science

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She teaches the following courses:

1. Architectural design studio
2. Drafting software
3. Final year Architectural design thesis supervisor

7. Ms. Petunia Gomotsang Gaoalafe (Lecturer)

Her qualifications are as follows:

1. Master of Science in Urban Design, 2017
2. Bachelor of Architecture, 2015

She teaches the following courses:

1. Architectural Design
2. Urban and Rural Design
3. Landscape Design

Her research interests are in the following areas:

1. The vitality of public spaces
2. The revitalization of decayed urban quarters

8. Ms. Lesego Daughter Rankwaila (Lecturer)

Registered Architect with the Architects Registration Council (Botswana) since 2018 with 11 years of
industrial experience. She worked for the Ministry of Infrastructure and Housing Development from
2009 to 2018 (refurbishments, renovations, development projects, their management and contract
administration as well as tendering) and joined the university in 2018. She’s one of the founders of
Botswana Women in Construction (BOWICO), formed in 2018, and currently holds the position of
Treasurer as well as a member of the Strategy team.

Her qualifications are as follows:

1. Master of Science in Project Management (MSc.PM)
2. Bachelor of Architecture (B.Arch.)

She teaches the following courses:

1. Building Materials and Construction
2. Computer Aided Drafting
3. Professional Practice
4. Project Management

Her research interests are in the following areas:

1. Project management-related issues
2. Building Construction-related issues

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ANNEXURE 5: CURRICULUM FOR CONSTRUCTION ENGINEERING AND

MANAGEMENT – UNIVERSITY OF BOTSWANA
Introduction
The Bachelor of Construction Engineering is offered in the Faculty of Engineering under the
Department of Civil Engineering for five (5) years. There is an industrial attachment at year four (4) for
twenty (20) weeks. Below is the aim of the qualification and specific career paths that can be pursued
by graduates upon completion (Botswana Qualifications Authority, 2021; The University of Botswana,
2022). Following an outline of the employment opportunities available to graduates, the program
curriculum is presented. Furthermore, profiles of the three (3) academic staff members are provided.

Purpose of the qualification

The purpose of qualification in Construction Engineering and Management is to equip individuals with
the knowledge and skills necessary to effectively manage construction projects. This field combines
principles of engineering, project management, and construction techniques to ensure successful project
execution.
Employment opportunities
1. Construction project manager
2. Construction consultant
3. Quality control manager

The curriculum of Construction Engineering Management

Year 1- BSc General
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
General Chemistry I Core General Chemistry II Core
Introductory Mathematics I Core Introductory Mathematics I Core
Geometrical Optics & Mechanics Core Electricity, Magnetism, and Core
Elements
Principles of Biology Option Introduction to Communications & GEC
Academic Literature II

Introduction to Communications & GEC Computer Skills Fundamentals II GEC

Academic Literature I
Computer Skills Fundamentals I GEC

Year 2
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Material Science for Engineering Core Mechanics of Materials Core
Engineering Mechanics I Core Electrical Fundamentals II Core
Basic Microeconomics Core Workshop Technology Core
Electrical Fundamentals I Core Engineering Mathematics II Core
Engineering Mathematics I Core Dynamics of Particles Core
Engineering and Computer-Aided Core Elective
Design

Year 3

Semester 1 Semester 2

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Name of Module Type of Name of Module Type of

Module Module
Engineering Mathematics II Core Structural Analysis Core
Surveying Core Construction Materials Core
Construction Technology I Core Measurement and Specification Core
Principles of Management Core Foundation of Engineering Law Core
History of Building Option Construction Industry Economics Option
CAD for Civil Engineers Option Information Technology in the Option
Construction Industry
Environmental Engineering Option
Basic Microeconomics Option

Year 4

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Construction Economics I Core
Construction Technology II Core
Measurement and Specification II Core
Building Services Core
Healthy and Safety Management in Core Industrial Training II (20 weeks) Core
Construction
Construction Law Option
Engineering Management Option

YEAR 5
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Project Core Project II Core
Estimating and Tendering Core Construction Management II Core
Construction Economics II Core Construction Technology II Core
Constructions Management I Core Contract Administration Core
Measurements and Specification- Option Property Management and Option
Civil Works Valuation
Public Health Engineering Option Facilities Management Option
Construction Disputes Resolution Option Building and Factories Services Option

Capacity in terms of academic staff

The Construction Engineering and Management programme is supported by three (3) academic staff
who specialize in subject-specific courses. Additionally, service courses are obtained from experts in
relevant subjects from different faculties within the University of Botswana. Presented below are the
profiles of the three (3) academic staff members:

1. Prof. Joseph Ssegawa-Kaggwa Biography

Dr. Ssegawa is an associate professor at the Faculty of Engineering and Technology, University of
Botswana. He has a Doctorate in Project Management and a post-graduate Diploma in Monitoring and
Evaluation (M&E). He is a Director of the Master of Project Management Programme and teaches both

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project and construction management at the undergraduate and graduate levels. Prof Ssegawa has
supervised several Masters's and Doctoral students in Project Management. He has authored over 80
publications in journal and conference proceedings. Prof Ssegawa has experience of more than 15 years
of consulting in construction development and has conducted studies on various topics in project
management including project appraisal, planning, procurement, monitoring, and evaluation. Prof.
Ssegawa has been engaged in high-level assignments in Botswana including the initiation of a
construction development agency through the Ministry of Infrastructure Development. He has
organised and facilitated over 50 continuous professional development (CPD) courses for practitioners
in Botswana, Tanzania, Uganda, Mauritius, and South Africa.

His qualifications are as follows:

1. PhD
2. MBA
3. BSc
4. ACMA

He teaches the following courses:

1. Project Management (Planning, Finance, and M&E)

2. Construction Finance and Economics
3. Research Methodology

His research interests are in the following areas:

1. Project Management - PMOs, Project Leadership, Monitoring, and Evaluation
2. Construction Industry Development
2. Dr Keneilwe Ntshwene
Keneilwe Ntshwene is a Lecturer of Construction and Project Management in the Department of Civil
Engineering, University of Botswana. He completed his Bachelor of Engineering in Construction
Engineering and Management at the University of Botswana, MSc in Construction Management at, the
University of Birmingham, UK, and Ph.D. in Construction Management and Engineering, University
of Reading, UK. His research interests are in the field of sustainable construction, construction
management, and project management. The focus of his work on sustainable construction is currently
on the sector-level transition to sustainable construction. This includes an analysis of the effects and
conditions of introducing new technologies/initiatives/policies in the construction industry. The other
focus in the field of sustainable construction is the development and use of building assessment tools in
the construction industry. In the areas of construction/project management, the focus is on management
issues for the successful implementation of construction projects. This includes organisational aspects
and the dynamics of construction project outcomes.

His qualifications are as follows:

1. Ph.D. Construction Management and Engineering
2. MSc Construction Management
3. BEng Construction Engineering and Management

He teaches the following courses:

1. Introduction to Project Management
2. Project Resources Procurement and Administration
3. Professional Ethics and Practice
4. Measurement and Specification of Civil Works
5. Estimating and Tendering for Civil Works

His research interests are in the following areas:

1. Sustainable Construction
2. Construction Management

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A market study on the status of graduate youth employment in the land sector in Botswana

3. Project Management

3. Mr. Babulayi Bister Wilson

He is a lecturer of Construction Engineering in the Department of Civil Engineering, University of
Botswana. He completed his BEng in Building and Civil Engineering at the University of Botswana
and his MSc in Construction and Project Management at the University of Birmingham, UK. His
research interests are in the field of contract procedures, the resolution of construction disputes, and
construction technology. He is an aspiring specialist in micro-climate adaptation through the use of
alternative building materials and vegetation.

His qualifications are as follows:

1) MSc Construction and Project Management
2) BEng in Building and Civil Engineering

He teaches the following courses:

1) Construction Technology
2) Construction Management
3) Risk Management
4) Public-Private Partnership
5) Construction Disputes Resolution

His research interests are in the following areas:

1) Contract Procedures
2) Construction Technology
3) Resolution of Construction Technology
4) Micro-climate adaptation using alternative building materials and vegetation.

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ANNEXURE 6: CURRICULUM FOR QUANTITY SURVEYING- BA ISAGO UNIVERSITY

Introduction
The Bachelor of Science in Quantity Surveying is offered in the Faculty of Built Environment, Arts and
Science under the Department of Landscape Architecture and Quantity Surveying for a duration of four
and a half (4.5) years. There is an industrial attachment at the end of year four (4) for six (6) months.
Below is the aim of the qualification and specific career paths that can be pursued by graduates upon
completion (Botswana Qualifications Authority, 2021; BaIsago University, 2023). Following an outline
of the employment opportunities available to graduates, the program curriculum is presented.
Furthermore, profiles of the thirteen (13) academic staff members are provided.

Purpose of the qualification

Quantity Surveyors operate in all sectors of the business environment and primarily focus on the
financial management of construction projects. This QS qualification curriculum is designed to cover a
whole range of skills and knowledge that modern quantity surveyors require to perform their work
efficiently and effectively. The Bachelor of Science Degree in Quantity Surveying aims to equip the
student with specialised skills and techniques which enable them to provide independent, objective,
accurate, and reliable capital and operating cost assessment for investment funding, project
administration, and control. The programme is designed to enable students to have skills in quantity
surveying in commercial management of construction, quantification & costing of construction works,
procurement & tendering, and construction technology.

Employment opportunities
Graduates of this programme are expected to gain employment in the public sector, consulting quantity
surveying firms, construction companies, and other players in the construction industry as well as self-
employment. They can work in areas of:
1. Building and engineering
2. Construction cost modelling
3. Quantity Surveying
4. Project management
5. Property development

The curriculum of the Bachelor of Science in Quantity Surveying

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Construction Quantities I Core Construction Materials and Core
Techniques 1.2
Quantity Surveying Practice I Core Construction Services and the Core
Environment 1.2
Computer Literacy Fundamental Commercial Law Core
Basic Construction Surveying Core
Construction Materials and Core
Techniques 1.1
Construction Services and the Core
Environment 1.1
Construction Drawing Core
Principles of Economics Core

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Year 2

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Principles of Business Fundamental Information Technology I Core
Management
Construction Economics 1 Core Construction Accounting Core
Construction Quantities 2 Core Construction Materials and Core
Techniques 2.2
Quantity Surveying Practice 2 Core Construction Services and the Core
Environment 2.2
Construction Materials and Core
Techniques 2.1
Construction Services and the Core
Environment 2.1
Financial Accounting I Core

Year 3

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Construction Economics 2 Core Research Methods Core
Construction Quantities 3 Core Information Technology 2 Core
Quantity Surveying Practice 3 Core Construction Materials and Core
Techniques 3.2
Construction Materials and Core Construction Services and the Core
Techniques 3.1 Environment 3.2
Construction Services and the Core Logistics and Purchasing Core
Environment 3.1 Management
Financial Mathematics Core
Principles of Marketing Core

Year 4

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Construction Law 4.1 Core Information Technology 3 Core
Construction Finance Core Construction Law 4.2 Core
Construction Economics 3 Core Strategic Management Core
Construction Quantities 4 Core
Quantity Surveying Practise 4 Core
Development Appraisal Core
Research Project Core
Industrial attachment Core 6 Months

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Capacity in terms of academic staff

The Bachelor of Science in Quantity Surveying programme is supported by thirteen (13) academic staff
who specialize in subject-specific courses. Presented below are the profiles of the thirteen (13) academic
staff members:

1. Mr. Darlington Mugonderwa (Head of Department)

His qualifications are as follows:
1. MSc Construction Project Management
2. BSc (Hons) Quantity Surveying
3. Certificate in Vocational Education and Training (CVET)

2. Mr Alphonce Munhutu (Lecturer)

His qualifications are as follows:
1. MSc in Construction Project Management
2. BSc (Hons) Quantity Surveying

3. Mr. Loyd Sungirirai (Lecturer)

His qualifications are as follows:
1. MSc in Real Estate Finance and Investment
2. BA in Economics
3. Certificate in Vocational Education & Training

4. Ms. Sabello Sibanda (Lecturer)

Her qualifications are as follows:
1. Master of Landscape Architecture
2. Bachelor of Landscape Architecture
3. Bachelor of Science Landscape Architecture Honours
4. Bachelor of Science in Landscape Architecture
5. Certificate in Vocational Education & Training (CVET)

5. Mr. Victor Mwanyumeka (Lecturer)

Her qualifications are as follows:
1. MSc Construction Project Management
2. BSc (Hons) Quantity Surveying
3. Certificate in Vocational Education & Training (CVET)

6. Mrs. Mary Muthoga (Lecturer)

Her qualifications are as follows:

1. Master of Business Administration

2. BSc (Hons) Building Economics / Quantity Surveying
3. Certificate in Training of Trainers
4. Assessors Certificate

7. Mr Tshepiso Kapele (Lecturer)

His qualifications are as follows:

1. Master of Business Administration

2. BSc (Hons) Building Economics / Quantity Surveying
3. Certificate in Training of Trainers
4. Assessors Certificate

8. Mrs. Lorrin Manungo (Lecturer)

Her qualifications are as follows:

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A market study on the status of graduate youth employment in the land sector in Botswana

1. Master of Architecture
2. Bachelor of Architectural Studies

9. Mr. Oteng Lekoko (Lecturer)

His qualifications are as follows:

1. Master of Science in Environment Architecture

2. Bachelor of Applied Science in Architectural Science
3. Certificate in Architectural Technology
4. Certificate in Vocational Education and Training

10. Mr. Mabel Madzivire (Lecturer)

His qualifications are as follows:

1. MSc Construction Project Management

2. BSc (Hons) Quantity Surveying

11. Mr. Jacob Mhlanga (Lecturer)

His qualifications are as follows:

1. MSc Construction Project Management

2. Master of Business Administration
3. BSc (Hons) Quantity Surveying
4. Certificate in Vocational Education & Training

12. Mr. Moses Zhou (Lecturer)

His qualifications are as follows:

1. MSc Construction Project Management

2. BSc (Hons) Quantity Surveying
3. Certificate in Vocational Education & Training

13. Mrs Sesentle Pelotlhomogi (Lecturer)

His qualifications are as follows:

1. Master of Arts in Urban and Regional Planning

2. Bachelor of Science in Urban and Regional Planning

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ANNEXURE 7: CURRICULUM FOR REAL ESTATE – BA ISAGO UNIVERSITY

Introduction
The Bachelor of Commerce in Real Estate is offered in the Faculty of Built Environment, Arts and
Science under the Department of Real Estate for four (4) years. There is an industrial attachment in year
three (3) Semester one (1) for six (6) months. Below is the aim of the qualification and specific career
paths that can be pursued by graduates upon completion (Botswana Qualifications Authority, 2021;
BaIsago University, 2023). Following an outline of the employment opportunities available to
graduates, the program curriculum is presented. Furthermore, profiles of the six (6) academic staff
members are provided.

Purpose of the qualification

The Bachelor of Commerce in Real Estate qualification is designed to fill the skills gap in the real estate
industry by producing qualified property professionals with skills and competence to:
1. Conduct valuations and manage property assets.
2. Perform estate agency-related functions and lead multi-disciplinary teams by relevant
legislation and established code of practice.
3. Provide solutions to the challenges faced by the built and construction sector.

Employment opportunities
1. Estates officer
2. Facilities manager
3. Valuer
4. Estate agent
5. Auctioneer
6. Property Manager
7. Real estate analyst

The curriculum of the Bachelor of Commerce in Real Estate

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Principles of Economics Core Law of Contract and Tort Core
Business Communication Core Principles of Property Valuation Core
Property Marketing Core Property Auctioneering Core
Quantitative Methods Core Estate Agency Core
Computing and Information Skills GEC Building Construction and Service Core

Year 2

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Property Management Core Applied Property Valuation Core
Principles of Financial Accounting Core Land Policy and Administration Core
Project Management Core Business Planning and Core
Entrepreneurship
Property Maintenance Core Cost Accounting Core
Town and Country Planning Core Urban Land Economics Core

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Year 3

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Global Business Environment Core
Development Economics Core
Business Strategy Core
Internship (6 months) Core
Property Law Core
Real Estate Investment and Core
Finance

Year 4

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Research Methods Core Housing Policy and Core
Administration
Organisational Psychology Core Research Project Core
Property Development Core International Property Markets Core
Geomatics Core Facilities Management Core

Capacity in terms of academic staff

The Real Estate programme is supported by six (6) academic staff who specialize in subject-specific
courses. Presented below are the profiles of the six (6) academic staff members:

1. Mrs. Godiramang Motlhagodi (Head of Department)

Her qualifications are as follows:
1. MSc in City and Regional Planning
2. BSc in Urban and Regional Planning
3. Certificate in Vocational Education and Training

2. Dr. Partson Paradza (Lecturer)

His qualifications are as follows:
1. Ph.D. in Real Estate
2. MSc in Real Estate
3. BSc in Urban and Rural Planning
4. Certificate in Vocational Education & Training

3. Mr. Loyd Sungirirai (Lecturer)

His qualifications are as follows:
1. MSc in Real Estate Finance and Investment
2. BA in Economics
3. Certificate in Vocational Education & Training

4. Ms. Winnet Ngarakana (Lecturer)

Her qualifications are as follows:
1. Master of Arts in Urban and Regional Planning
2. BSc in Urban and Rural Planning

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5. Ms. Grace Gaolaolwe (Lecturer)

Her qualifications are as follows:
1. MSc Facilities Management
2. BA in Economics and Finance

6. Mr. Keitseng Z. Moitshubedi (Lecturer)

His qualifications are as follows:
1. Master of Business (Property)
2. BA in Business Administration

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ANNEXURE 8: CURRICULUM FOR DIPLOMA IN REAL ESTATE MANAGEMENT

Introduction
The Diploma in Real Estate Management is offered in the Faculty of Built Environment, Arts and
Science under the Department of Real Estate for two (2) years. There is an industrial attachment in year
two (2) of Semester one (1) for six (6) months. Below is the aim of the qualification and specific career
paths that can be pursued by graduates upon completion (Botswana Qualifications Authority, 2021;
BaIsago University, 2023). Following an outline of the employment opportunities available to
graduates, the program curriculum is presented. Furthermore, profiles of the six (6) academic staff
members are provided.

Purpose of the qualification

A diploma in Real estate management is intended to provide learners with knowledge, skills, and
competencies to:
1. Perform and prepare property valuation and appraisal reports of real estate assets.
2. Manage the marketing, selling, and leasing of commercial industrial business, agricultural,
leisure, and residential properties
3. Conduct activities related to property management in both residential and commercial buildings
including property analysis and maintenance plan.

Employment opportunities
1. Property valuer
2. Property auctioneer
3. Property developer
4. Property Manager
5. Facilities manager
6. Estate agent
7. Real estate consultant

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Principles of Economics Fundamental Project management Fundamental
Computing and Information Fundamental Quantitative methods Fundamental
Skills
Principles of Financial Fundamental Building Maintenance Core
Accounting
Estate agency Core Property law Core
Building Construction and Core Town and Country Planning Core
Services

Year 2
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Core Business planning and Core
entrepreneurship
Real estate investment and Core
finance
Industrial attachment Geomatics Core
Property Auctioneering Core

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Property Marketing Core

Property Management Core

Capacity in terms of academic staff

The Real Estate programme is supported by six (6) academic staff who specialize in subject-specific
courses. Presented below are the profiles of the six (6) academic staff members:

1. Mr Godiramang Motlhagodi (Head of Department)

His qualifications are as follows:

1. MSc in City and Regional Planning
2. BSc in Urban and Regional Planning
3. Certificate in Vocational Education and Training

2. Dr. Partson Paradza (Lecturer)

His qualifications are as follows:
1. Ph.D. in Real Estate
2. MSc in Real Estate
3. BSc in Urban and Rural Planning
4. Certificate in Vocational Education & Training

3. Mr. Loyd Sungirirai (Lecturer)

His qualifications are as follows:
1. MSc in Real Estate Finance and Investment
2. BA in Economics
3. Certificate in Vocational Education & Training

4. Ms. Winnet Ngarakana (Lecturer)

Her qualifications are as follows:
1. Master of Arts in Urban and Regional Planning
2. BSc in Urban and Rural Planning

5. Ms. Grace Gaolaolwe (Lecturer)

Her qualifications are as follows:
1. MSc Facilities Management
2. BA in Economics and Finance

6. Mr. Keitseng Z. Moitshubedi (Lecturer)

His qualifications are as follows:

1. Master of Business (Property)

2. BA in Business Administration

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ANNEXURE 9: CURRICULUM OF CERTIFICATE IN REAL ESTATE

Introduction
The Certificate in Real Estate programme is offered in the Faculty of Built Environment, Arts and
Science under the Department of Real Estate for one (1) year. Below is the aim of the qualification and
specific career paths that can be pursued by graduates upon completion (Botswana Qualifications
Authority, 2021; BaIsago University, 2023). Following an outline of the employment opportunities
available to graduates, the program curriculum is presented. Furthermore, profiles of the
six (6) academic staff members are provided.

Purpose of the qualification

The programme is designed to enhance the competencies and upgrade the knowledge of property
managers, owners, consultants, and practitioners. Changes in the socioeconomic and political
environment make it essential for Real Estate Practitioners to stay abreast with developments in the
property industry, specifically relating to marketing, laws, social dynamics planning and development,
property management, financing, and investments. At the end of this programme, participants will have
an extensive overview of the real estate industry and be knowledgeable in real estate laws and
regulations.
The purpose of this qualification is to give candidates broad technical knowledge, skills, and
competencies to:
1. Determine property values and measure economic returns of real estate investments.
2. Guide buyers or sellers with the purchase or sale process, including identifying and articulating
issues, ensuring compliance with relevant laws, coordinating inspections and appraisals, negotiating
sales prices, and helping clients understand and select financing options.
3. Conduct real estate transactions, as licensed agents/brokers including property listing, rent,
lease, and/or selling a property, and apply appropriate procedures and practices in residential real estate
sales transactions according to the ethical and legal standards of the real estate industry.

Employment opportunities
1. Real estate investors
2. Residential and real estate brokers
3. Real estate agents
4. Property officer
5. Salesperson

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Communication skills Fundamental Introduction to Property Law Core
Computer skills Fundamental Introduction to Estate Agency Core
Customer service Core Introduction to Property Core
Management
Introduction to Building Core Introduction to Property Valuation Core
Technology
Introduction to Property Core Introduction to Property Core
Economics and Finance Marketing

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Capacity in terms of academic staff

The Real Estate programme is supported by six (6) academic staff who specialize in subject-specific
courses. Presented below are the profiles of the six (6) academic staff members:

1. Mr Godiramang Motlhagodi (Head of Department)

His qualifications are as follows:

1. MSc in City and Regional Planning
2. BSc in Urban and Regional Planning
3. Certificate in Vocational Education and Training

2. Dr. Partson Paradza (Lecturer)

His qualifications are as follows:
1. Ph.D. in Real Estate
2. MSc in Real Estate
3. BSc in Urban and Rural Planning
4. Certificate in Vocational Education & Training

3. Mr. Loyd Sungirirai (Lecturer)

His qualifications are as follows:
1. MSc in Real Estate Finance and Investment
2. BA in Economics
3. Certificate in Vocational Education & Training

4. Ms. Winnet Ngarakana (Lecturer)

Her qualifications are as follows:
1. Master of Arts in Urban and Regional Planning
2. BSc in Urban and Rural Planning

5. Ms. Grace Gaolaolwe (Lecturer)

Her qualifications are as follows:
1. MSc Facilities Management
2. BA in Economics and Finance
6. Mr. Keitseng Z. Moitshubedi (Lecturer)
His qualifications are as follows:

1. Master of Business (Property)

2. BA in Business Administration

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ANNEXURE 10: CURRICULUM FOR ARCHITECTURAL TECHNOLOGY-

LIMKOKWING UNIVERSITY
Introduction
The Associate degree of Architectural Technology is offered in the Faculty of Architecture & Built
Environment. The programme is offered on a full-time basis for three (3) years. Below is the aim of the
qualification and what graduates of this programme are expected to do once they complete their studies
(Botswana Qualifications Authority, 2021; Limkokwing University of Creative Technology, 2023). The
curriculum of the programme follows immediately after the employment opportunities.

Purpose of the qualification

The architect as a practicing professional has the creative responsibility of designing buildings that
shape the physical environment. To understand the diverse technological, humanistic, and economic
nature of environmental problems, the architect must have a sound general education. More importantly,
the knowledge learned must prepare him or her for a life of continuing changes in which problems to
be solved will be large and small, for every sort of function, in every type of climate, and for every
budget.

Employment opportunities
1. Architectural Assistant
2. Architectural Draftsperson or Technical Assistant
3. Site Supervisor
4. Project Executive/Coordinator
5. ACAD Draftsperson
6. Landscape Project Executive

The curriculum of the Bachelor of Technology in Architectural Technology

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Applied Mathematics Core Architecture Design & Theory 1 Core
Architectural Research and Core Architecture Drawing 2 Core
Communication
Architectural Drawing 1 Core Building Construction 1 Core
Building Material Core Introduction to Digital Imaging Core
Introduction to Computer Skills Core Introduction to History & Culture Core
Introduction to Creative Design Core Building Structures 1 Core

Year 2

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Architectural Computing 1 Core Architectural Computing 2 Core
Architectural Culture & History 2 Core Architectural Design & Theory 3 Core
Architectural Design and Theory 2 Core Architecture Drawing 4 Core
Architecture Drawing 3 Core Building Construction 3 Core
Architecture Techniques Core Building Services 1 Core
Building Construction 2 Core Site Surveying & Landscaping Core
Building Structures 2 Core

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Year 3

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Architecture Design Core Practical Internship Core
Architecture Office Practise Core Project Report Core
Architecture Science Core
Building Construction 4 Core
Building Services 2 Core
Entrepreneurship Core

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ANNEXURE 11: CURRICULUM FOR TECHNOLOGY IN CONSTRUCTION

ENGINEERING – GABORONE UNIVERSITY COLLEGE OF LAW AND PROFESSIONAL
STUDIES
Introduction
The Bachelor of Technology in Construction Engineering programme is offered under the Department
of Engineering, Technical & Vocational Education. The programme is offered on a full-time basis for
four (4) years. Below is the aim of the qualification and what graduates of this programme are expected
to do once they complete their studies (Botswana Qualifications Authority, 2021; Gaborone University
College of Law & Professional Studies, 2023). The curriculum of the programme follows immediately
after the employment opportunities and lastly, the profile of the respective sixteen (16) academic staff
is presented.

Purpose of the qualification

The purpose of this qualification is to produce graduates with knowledge, skills, and competencies
to:
1. Design and conduct experiments with appropriate techniques and tools and critically
investigate, analyze, and interpret data.
2. Design a system, component, or process per given specifications and requirements in the areas
of construction engineering and related disciplines.
3. Identify solutions to problems and projects by making use of diverse technical knowledge and
skills acquired.
4. Conceptualize and assess constraints that may influence engineering problems, systems, and/or
projects.
5. Follow development trends in construction engineering and related disciplines.
6. Act professionally and ethically and take responsibility for exercising judgment commensurate
with knowledge and experience.
7. Communicate effectively via graphic, numeric, verbal, and written media with engineering
audiences and the community at large.
8. Reason critically and develop alternative views and/or solutions.
9. Work effectively as an individual, in teams, and in multidisciplinary environments showing
leadership and professional interpersonal skills.
10. Demonstrate knowledge and understanding of engineering management principles in society,
industry, and physical environment and address the issues by analysis and evaluation.

Employment opportunities
Upon successful completion of this qualification, the graduate can be absorbed in the following
disciplines at entry level as;
1. Site engineer
2. Resident engineer (Technologist)
3. Principal agent
4. Estimator
5. Site agent
6. Road engineer (Technologist)
7. Facilities manager
8. Materials testing engineer (Technologist)
9. Contracts manager
10. Cost manager

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The curriculum of the Bachelor of Technology in Construction Engineering

Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Engineering Mathematics I Core Engineering Mathematics II Core
Introduction to Computers & Core Computer-Aided Design I Core
Programming
Engineering Materials I Core Engineering Materials II Core
Descriptive Geometry Core Communication Skills II Core
Workshop Practical Training I Core Workshop Practical Training II Core
Communication Skills Core Engineering Surveying I Core
Field Practical Training I Core

Year 2

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Building Construction I Core Building Construction II Core
Computer-Aided Design II Core Theory of Structures Core
Mechanics of Materials Core Engineering Drawings II Core
Geotechnical Engineering I Core Fluid Mechanics Core
Engineering Surveying II Core Fluid Practical Training II Core
Elective

Year 3

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Road Design and Construction I Core Road Design and Construction II Core
Design of Reinforced Concrete Core Design of Reinforced Concrete Core
Structures I Structures II
Foundation Engineering I Core Foundation Engineering II Core
Engineering Drawings III Core Engineering Drawings IV Core
Water and Wastewater Engineering Core Water and Wastewater Engineering Core
I II
Measurement of Construction Core Field Practical Training III Core
Works
Environmental Science Elective
Building Services Elective

Year 4

Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module

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Construction Management Core Contract Procedures and Core

Administration
Design of Steel and Timber Core Fundamentals of Infrastructure Core
Structures Management
Construction Law and Law of Core Professional Practice & Ethics Core
Contracts
Project Planning Techniques I Core Final Project II Core
Final Project I Core Environmental Science Elective
Entrepreneurship Elective Building Services Elective
Risk Management Elective

Capacity of academic staff

The Construction Engineering programme has sixteen (16) academic staff and two (2) technicians.
Below are the profiles of the sixteen (16) academic staff:

1. Mr. Hope Mwakamui (Head of Department)

His qualifications are as follows:
1. Master in civil engineering (Construction Management)
2. Bachelor of Engineering in Construction Engineering and Management
3. First Aid Certificate
4. Trainer of Trainer Certificate
5. QMS Lead Auditor Certificate
6. Quality Management Systems Certificate

2. Dr Paul John Kinanawa Lyamuya (Lecturer)

His qualifications are as follows:
1) Doctor of Architectural Sciences (Ph.D.)
2) MPhil (Pre-Doctoral)
3) Bachelor of Architecture

3. Dr. Shodolapo Franklin (Lecturer)

His qualifications are as follows:

1) Ph.D. Engineering
2) MSc Structural Engineering
3) BSc Civil Engineering

4. Mr. Joseph Samman (Lecturer)

His qualifications are as follows:
1. MSc (Building)
2. BSc (Hons) Quantity Surveying/Building Economics

5. Mr. Justice M Nkile (Lecturer)

His qualifications are as follows:
1. MSc in Project Management
2. Bachelor of Art (Hons) in Interior Architecture
3. Construction Engineering Certificate

6. Mr. Mbwilo Silumbwe (Lecturer)

His qualifications are as follows:
1. MSc in Water and Environmental Engineering

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2. Degree in Civil Engineering

7. Ms. Stella Chitiyo (Lecturer)
His qualifications are as follows:

1. Master of Engineering in Manufacturing Engineering & Operations Management

2. BSc (Hons) Mechanical Engineering

8. Mr Munyaradzi Mhlanga (Lecturer)

His qualifications are as follows:

1. MSc Technical Education in Building Design and Technology

2. Bachelor of Technical Education in Building Design and Technology
3. Diploma in Education Secondary (Building Studies and Mathematics)

9. Mr. Reuben C K Akormedie (Lecturer)

His qualifications are as follows:

1. Licentiateship Diploma in Building Services

2. Full Technician Certificate
3. Plumbing Technician Certificate
4. Vocational Training Instructors Techniques Certification

10. Mr. Lamong Duke Tshenyego (Lecturer)

His qualifications are as follows:

1. MSc Engineering (Agricultural Engineering)

2. MSc Civil Engineering (Water & Environment)
3. BSc Soil & Water Conservation Engineering

11. Mr Moloko (Lecturer)

His qualifications are as follows:

1) MSc Civil Engineering (Water Engineering and Environmental Engineering)

2) BSc in Soil and Water Conservation Engineering
3) Trainer of Trainee Certificate

12. Mr. Lamong Duke Tshenyego (Lecturer)

His qualifications are as follows:

1) MSc Master of Business Administration. (Finance and Marketing).

2) Post Graduate Diploma in Business Administration in Operations Management
3) BSc Bachelor of Technology, Mechanical Engineering,
4) Certificate in AutoCAD, Certificate in Product Design and Development (Solid Works and Ansys),
5) Fundamentals of Digital Marketing
6) Certificate in Understanding ISO 9001:2015, QMS.

13. Ms. Lista Gobodi (Lecturer)

Her qualifications are as follows:

1) MSc Electrical Engineering

2) BTech Ed. In Electrical and Electronics Engineering Honors Degree
3) National Diploma in Technical and Vocational Education
4. National Certificate in Electrical Power Engineering

14. Mr. Phyllis Kudzai Maphosa (Lecturer)

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His qualifications are as follows:

1) MSc Information Technology Management

2) BSc (Hons) Business Information Technology (Final Year)
2) Specialist Advanced Diploma in Teaching, Training & Assessing Learning
3) Advanced Diploma in Teaching, Training & Assessing Learning
4) Higher National Diploma in Computer Studies
5) Certificate in Computer Studies

15. Mr. Derrick Robin Vuuren (Lecturer)

His qualifications are as follows:

1) BSc Degree in Agricultural Mechanization

16. Anitha Immaculate (Lecturer)

The qualifications are as follows:

1 Ph.D. in Chemistry (Pursing)

2) Master of Philosophy in Chemistry (M.Phil.)
3) Master of Education (Higher Education)
4) Master of Science in Chemistry
5) Bachelor of Education (B.Ed.)
6) Diploma in Medical Laboratory Technology (DMLT).

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ANNEXURE 12: CURRICULUM FOR CERTIFICATE V IN REAL ESTATE

MANAGEMENT – GABORONE UNIVERSITY COLLEGE OF LAW AND PROFESSIONAL
STUDIES
Introduction
The Certificate V in Real Estate Management programme is offered in the Department of Business. The
programme is offered for one (1) year. Below is the aim of the qualification and what graduates of this
programme are expected to do once they complete their studies (Botswana Qualifications Authority,
2021; Gaborone University College of Law & Professional Studies, 2023). The curriculum of the
programme follows immediately after the employment opportunities and lastly, the profile of the
respective three (3) academic staff is presented.

Purpose of the qualification

This qualification is intended to enhance the provision of entry-level service within the Property and
Real Estate sector. It will provide the broad knowledge, skills, and values needed in the Property and
Real Estate sector.

Employment opportunities
1. Real estate agent
2. Leasing Consultant
3. Real estate marketing specialist
The curriculum of the Certificate in Real Estate
Year 1
Semester 1 Semester 2
Name of Module Type of Name of Module Type of
Module Module
Introduction to Business Core Introduction to Building Core
Communication Technology
Computer Skills Core Introduction to Real Estate Core
Agency
Customer Service Core Introduction to Property Law Core
Introduction to Property Core Introduction to Property Core
Management Marketing
Property Economics & Finance Core Introduction to Property Valuation Core

Capacity of academic staff

The Real estate programme has three (3) academic staff. Below are the profiles of the three (3)
academic staff:

1. Mr Akim Nyakudya (Head of Department)

His qualifications are as follows:
1. BSc (Hons) in Urban Planning & Development
2. Certificate in Training of Trainers

He teaches the following courses:

1. Introduction to Business Communication
2. Computer Skills
3. Property Economics & Finance
4. Introduction to Building Technology
5. Introduction to Real Estate Agency
6. Introduction to Property Law
7. Introduction to Property Marketing
8. Introduction to Property Valuation

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2. Mr. Joshua Pata (Lecturer)

His qualifications are as follows:
1. PhD in Counselling
2. Master of Business Administration
3. Bachelor in Accounting & Finance
4. Diploma in Human Resource Management
5. Diploma in Psychological Social Counselling

He teaches the following courses:

1. Cost Accounting
2. Financial Accounting

3. Mr Shandulo Gabobegwe (Lecturer)

His qualifications are as follows:
1. MSc in Strategic Management
2. Bachelor in Tourism
3. Certificate in Customer Service
4. Certificate in Vocational Education & Training

He teaches the following courses:

1. Customer Service

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A market study on the status of graduate youth employment in the land sector in Botswana

ANNEXURE 13: RELEVANCE OF THE CURRICULA TAUGHT IN DIFFERENT

UNIVERSITIES
Score criteria used in assessing relevance of skills Decision
For scores X≤1.49 Not relevant
Fore scores between 1.5≤X≤2.49 Less relevant
For scores 2.5≤X≤3.49 Relevant
For scores X≥3.5 Very relevant

Land sector graduates Relevance

Competences and skills that employers look for in employees Not relevant Less relevant Relevant Very relevantTotal Mean score Comments
Architectural design principles and software proficiency 0.08 0.08 0.17 0.67 1 3.4 Relevant
Building codes and regulations 0 0.17 0.17 0.67 1 3.5 Very relevant
Sustianable desgin and green building practices 0.08 0.08 0.33 0.5 1 3.3 Relevant
Construction materials and techniques 0.08 0.08 0.08 0.75 1 3.5 Relevant
Architecture
Project management and coordination 0 0.08 0.17 0.75 1 3.7 Very relevant
Communication and presentation skills 0 0.08 0.08 0.83 1 3.8 Very relevant
Report writing 0 0.08 0.25 0.67 1 3.6 Very relevant
Overall Mean Score (OMS) 3.542857143 Very relevant
Construction project management 0.09 0 0.36 0.55 1 3.4 Relevant
Construction methods and techniques 0.09 0 0.36 0.55 1 3.4 Relevant
Construction scheduling and resource allocation 0.09 0.09 0.36 0.45 1 3.2 Relevant
Construction
Health and safety regulations and practices 0.09 0 0.55 0.36 1 3.2 Relevant
Report writing 0 0.09 0.45 0.45 1 3.4 Relevant
Overall Mean Score (OMS) 3.32 Relevant
Geographic Information Systems (GIS) and remot sensing 0.13 0 0.13 0.75 1 3.5 Very relevant
Surveying and mapping techniques 0.13 0.13 0.13 0.63 1 3.3 Relevant
Geospatial data analysis and interpretation 0 0.13 0.13 0.75 1 3.6 Very relevant
Geomatics Cartography and visualization 0.14 0.14 0.14 0.57 1 3.1 Relevant
Spatial database management 0 0 0.43 0.57 1 3.6 Relevant
Report writing 0.13 0 0.38 0.5 1 3.3 Relevant
Overall Mean Score (OMS) 3.4 Relevant
Cost estimation and budgeting 0.06 0 0.06 0.88 1 3.8 Very relevant
Tendering and procurement processes 0 0.06 0.19 0.75 1 3.7 Very relevant
Quanity take-off and measurement 0 0.06 0.06 0.88 1 3.8 Very relevant
Contract administration and management 0 0.13 0.19 0.69 1 3.6 Very relevant
Quantity Surveying
Value engineering and cost control 0 0.13 0.31 0.56 1 3.4 Relevant
Knowledge of construction contract and laws 0 0.06 0.25 0.69 1 3.6 Very relevant
Report writing 0 0.19 0.25 0.56 1 3.4 Relevant
Overall Mean Score (OMS) 3.614285714 Very relevant
Market research and analysis 0 0.06 0.47 0.47 1 3.4 Relevant
Property valuation and appraisal 0 0 0.53 0.47 1 3.5 Relevant
Negotiation and deal-making 0 0.06 0.53 0.41 1 3.4 Relevant
Property management and leasing 0 0.06 0.53 0.41 1 3.4 Relevant
Real Estate
Real estate finance and investment analysis 0 0.18 0.53 0.29 1 3.1 Relevant
Knowledge of local regulations and laws 0 0.12 0.47 0.41 1 3.3 Relevant
Report writing 0 0 0.53 0.47 1 3.5 Relevant
Overall Mean Score (OMS) 3.371428571 Relevant
Land use planning and zoning regulations 0 0.17 0 0.83 1 3.7 Very relevant
Urban design principles and spatial analysis 0 0.17 0 0.83 1 3.7 Very relevant
Transportation planning and infrastructure development 0 0.17 0.83 0 1 2.8 Relevant
Environmental impact assessment 0 0 0.67 0.33 1 3.3 Relevant
Urban & Regional Planing
Community engagement and stakeholder management 0 0 0.67 0.33 1 3.3 Relevant
Policy development and implementation 0 0.33 0.33 0.33 1 3 Relevant
Report writing 0 0 0.33 0.67 1 3.7 Very relevant
Overall Mean Score (OMS) 3.357142857 Relevant
Communication 0 0 0.42 0.58 1 3.6 Very relevant
Collaboration and teamwork 0 0 0.42 0.58 1 3.6 Very relevant
Problem-solving 0 0 0.39 0.61 1 3.6 Very relevant
Adaptability 0 0 0.52 0.48 1 3.5 Very relevant
Soft Skills
Attention to detail 0 0.03 0.35 0.61 1 3.6 Very relevant
Professional ethics 0 0 0.35 0.65 1 3.6 Very relevant
Team work 0 0 0.39 0.61 1 3.6 Very relevant
Overall Mean Score (OMS) 3.585714286 Very relevant

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