A Comparative Analysis of Real Estate Education Curricula in Botswana

Johnson Kampamba, Boipuso Nkwae, Emmanuel Tembo


The purpose of the study was to establish the level/extent of standardisation of real estate education curricula in Botswana as compared to other curricula worldwide. The data that was used in this study was collected using three main approaches; internet searches and email for programmes on real estate education worldwide, interviews with the course coordinators at the two universities in Botswana, programme brochures and real estate publications from the existing literature. The population for the study was 42 countries offering real estate education and a sampling frame was compiled based on this figure. A sample size of 30 countries was determined at 90% confidence level with a margin (standard) error of 10% using simple random sampling technique for analysis purposes. Only thirteen (13) countries responded to the survey by providing their curricula and the analysis is based on the 43.33% response rate. Only 6% of the degree courses that are being offered by the thirteen (13) universities were similar (standard) and 94% is the difference in terms of courses being offered by the learning institutions. At national level, the degree programme indicate a difference of 61% in the curricula offered by these universities while at Diploma level there is a 68% difference in courses offered at the two institutions and 73% difference at certificate level. The call for standardisation of real estate education curricula worldwide as purported by the South African Qualifications Authority and Epley is not possible as noticed from the results. This might be possible at national level where such institutions are accredited by one body and implemented as directed. The reason for the differences could be attributed to specific industry needs, different land tenure systems as well as the background knowledge of the person developing a curriculum.

DOI: 10.5901/mjss.2015.v6n5s1p105

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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