6. ii
Acknowledgements
The success of this study owes direct and indirect attribution to many individuals and
institutions. Firstly I would like to thank the Almighty God for the gift of life, if I was not
alive this study was not going I would like to acknowledge the
importance of my biological parents (Mrs S. Paradza and the late Mr T. Paradza) if you
were not there I was not the one to do this study. I would also like to acknowledge my
parents in the spirit (Prophet and Prophetess Makandiwa as well as Pastor and Mrs
Denhere) thank you for your spiritual covering and guidance. The single and greatest
inspiration and influence on this work came from my study leader Prof C. E. Cloete who
was always by my side motivating and guiding me. This study succeeded because of his
mentorship, motivation and guidance which resulted into a cunning plan. My deepest
gratitude also goes to Mrs A. Kwangwama, Mrs L. Ndiweni, Miss M. Chinyoka, Mr and
Mrs Nyikayapera, Mr K. Chendume, Mrs N. P. Svodziwa, Mr T. Macharaga, Miss P. V.
Munyayi, Mr C. Banda, Mr D. Muchadenyika, Mr N. Besa, Mr S. Paradza, Mrs P. G.
Munyayi, Mrs G. Paradza thank you all for your productive comments which made this
study a success. Financial support was provided by my brother Mr H. Paradza and his wife
Mrs S. Paradza as well as Mr S.M. Paradza and wife Mrs M. Paradza. Editing of this
document was done by Mrs Vutabwarova (Kazamula) I am grateful for such a wonderful
contribution. I would like to thank Ms Riani VanDerlinde our librarian for all the support
in accessing books and other reference material. To my son Emmanuel Watidaishe
Munyaradzi Paradza and my wife Gezephilda Paradza thank you guys for the personal
support, and patience during my long period of study. The success of this study is also
attributed to support from various institutions especially to the following officials Mr H.
Andrews from the Royal Institution of Chartered Surveyors, Mr Dube and Mr Murowe
from the University of Zimbabwe, Mr Tapera from Lupane State University, Mr
Chinjekure and Mr Gweme from the Real Estate Institute of Zimbabwe, Ms Kaponda from
the Ministry of Higher and Tertiary Education Science and Technology Development, Mr
Ncube, Mr Chigara and Mr Madyangove from the National University of Science and
Technology your assistance is greatly appreciated. To my former research lecturers Dr I.
Chirisa of UZ and Prof C. DuPlessis this study was made easier because of the skills and
techniques you taught me during your lectures.

7. iii
Table of Contents
CHAPTER 1 - Introduction to the study .................................................................................................................1
1.1. INTRODUCTION.......................................................................................................................... 1
1.2. BACKGROUND TO THE STUDY .............................................................................................. 2
1.3. RATIONALE OF THE STUDY.................................................................................................... 8
1.4. PROBLEM STATEMENT .......................................................................................................... 12
1.5. RESEARCH QUESTIONS.......................................................................................................... 13
1.6. AIM AND OBJECTIVES............................................................................................................ 14
1.7. ASSUMPTIONS .......................................................................................................................... 14
1.8. LIMITATIONS ............................................................................................................................ 14
1.9. DELIMITATION OF THE STUDY............................................................................................ 15
1.10. DEFINITION OF KEY TERMS.................................................................................................. 15
1.11. CHAPTER SUMMERY............................................................................................................... 16
CHAPTER 2 - Literature survey ...........................................................................................................................17
2.1. INTRODUCTION........................................................................................................................ 17
THE CONCEPT OF REAL ESTATE CURRICULUM........................................................................ 17
2.1.1. The curricula development process ......................................................................................... 20
2.1.2. Conceptual framework ............................................................................................................ 23
2.2. UDERGRADUATE REAL ESTATE CURRICULA IN THE GLOBAL CONTEXT................ 24
2.3. AN OVERVIEW OF REAL PROPERTY EDUCATION IN AFICA......................................... 28
2.4. HIGHER AND TERTIARY EDUCATION LANDSCAPE IN ZIMBABWE ............................ 32
2.5. CONTEMPORARY CONTEXT ................................................................................................. 37
2.5.1. Which real estate education paradigms is followed in Zimbabwe?......................................... 37
2.5.2. Quality assurance in real estate education ............................................................................... 37
2.5.3. RICS accredited real estate curricula....................................................................................... 38
2.6. BENCHMARKING HIGHER EDUCATION CURRICULA ..................................................... 39
2.7. HIGHER AND TERTIARY EDUCATION AND FORMAL REAL ESTATE TRAINING IN
ZIMBABWE .............................................................................................................................................. 39
2.7.1. Higher and tertiary education curricula development in Zimbabwe........................................ 39
2.7.2. Formal real estate education in Zimbabwe .............................................................................. 40
2.7.3. Other key stakeholders in real estate education in Zimbabwe................................................. 43
2.8. THE REGULATORY ENVIRONMENT FOR REAL ESTATE EDUCATION IN ZIMBABWE
44
2.8.1. Policy and real estate education in Zimbabwe......................................................................... 44
2.8.2. The legal framework for real estate education in Zimbabwe................................................... 45
2.8.3. Other legislation relevant to real estate practice ...................................................................... 46
2.9. THE CONTEMPORARY IN REAL ESTATE ENVIRONMENT IN ZIMBABWE.................. 48
2.10. RESEARCH METHODOLOGIES AND TECHNIQUES USED BY PREVIOUS STUDIES... 50
2.11. CHAPTER SUMMERY............................................................................................................... 52
CHAPTER 3 - Research design and methodology................................................................................................54
3.1. INTRODUCTION........................................................................................................................ 54
3.2. RESEARCH DESIGN ................................................................................................................. 54
3.3. SAMPLING AND POPULATION.............................................................................................. 57
3.4. RESEARCH METHODOLOGY ................................................................................................. 58
3.5. DATA COLLECTION TOOLS AND TECHNIQUES................................................................ 58
3.6. CHALLENGES/LIMITATIONS ON DATA COLLECTION .................................................... 60
3.7. DATA MANAGEMENT AND ANALYSIS............................................................................... 61
3.8. ETHICAL PROCEDURES.......................................................................................................... 61
3.9. VALIDITY AND RELIABILITY ............................................................................................... 62
3.10. CHAPTER SUMMERY............................................................................................................... 63

8. iv
CHAPTER 4 - DATA PRESENTATION AND ANALYSIS...............................................................................64
4.1. INTRODUCTION........................................................................................................................ 64
4.2. DATA PRESENTATION ............................................................................................................ 64
4.2.1. Real Estate Curricula offered by Zimbabwean universities..................................................... 64
4.2.2. Real estate curriculum offered by Polytechnic colleges in Zimbabwe .................................... 76
4.2.3. Real estate curricula offered by professional bodies in Zimbabwe ......................................... 79
4.2.4. RICS accredited curricula in Africa......................................................................................... 82
4.2.5. RICS accredited professional bodies in Africa........................................................................ 95
4.3. DATA ANALYSIS .................................................................................................................... 101
4.3.1. Objective 1: Identify and analyse real estate education philosophy followed in Zimbabwe. 101
4.3.2. Objective 2: Describe and explain existing real estate curricula content in Zimbabwe......... 106
4.3.3. Objective 3: Compare existing real estate curricula locally and with similar RICS accredited
curricula offered in Africa. .................................................................................................................. 113
4.3.4. Objective 4: Critique progress in real estate education in Zimbabwe since the first
programme was introduced and proposes areas which may be improved on existing and future
curricula. .............................................................................................................................................. 123
4.4. CHAPTER SUMMERY............................................................................................................. 127
CHAPTER 5 - CONCLUSIONS AND RECOMMENDATIONS......................................................................128
5.1. INTRODUCTION...................................................................................................................... 128
5.2. WHICH PHILOSOPHY DO EXISTING REAL ESTATE CURRICULA FOLLOW? ............ 128
5.3. IS THERE CONSISTENCY IN EXISTING REAL ESTATE CURRICULA?......................... 128
5.4. HOW DO EXISTING CURRICULA OFFERED IN ZIMBABWE COMPARE LOCALLY AND
WITH SIMILAR RICS ACCREDITED PROGRAMMES OFFERED IN AFRICA? ............................ 129
5.5. WHICH AREAS CAN BE IMPROVED ON EXISTING AND FUTURE CURRICULA? ... 130
5.6. IMPLICATIONS OF FINDINGS ON POLICY AND PRACTICE .......................................... 130
5.7. LIMITATIONS OF THIS STUDY ............................................................................................ 131
5.8. RECOMMENDATIONS AND AREAS FOR FURTHER STUDY.......................................... 132
5.8.1. Recommendations ................................................................................................................. 132
5.8.2. Areas for further study........................................................................................................... 133
5.9. RESEARCH SUMMARY ......................................................................................................... 133
6. REFERENCES ..........................................................................................................................................135
7. APPENDICIES..........................................................................................................................................150

9. v
List of Figures
FIGURE 1
FIGURE 2 .22
FIGURE 3 Conceptual f 23
FIGURE 4 The administrative provinces of Zimbabwe 35
FIGURE 5 41
FIGURE 6 The professional real estate environment in Zimbabw 51
FIGURE 7 69
FIGURE 8 72
FIGURE 9 . 76
FIGURE 10 Zimbabwean Polytechnics curriculum content ......82
FIGURE 11 Summary of UCT curriculum content ... 90
FIGURE 12 93
FIGURE 13
FIGURE 14
FIGURE 15 Summary of existing real estate curricula content in Zimbabwe
FIGURE 16 Composition of Honours degree course content ..112
FIGURE 17 A comparison of diploma and certificate programmes ... .
FIGURE 18 Composition of local programmes 0
FIGURE 19 1
FIGURE 20 123
FIGURE 21 Comaprison of local curricula with UP and UCT programmes in terms of percentage of major
courses .125
FIGURE 22 128
FIGURE 23 Overall ... 129
FIGURE 24 30

10. vi
List of Tables
TABLE 1 Approaches to curriculum development ... 23
TABLE 2 Real estate curricula content in A
TABLE 3 ...
TABLE 4 List of Polytechnic colleg ..
TABLE 5
TABLE 6 Overview of the real estate professions..
TABLE 7 Research strutegies used by previous studies. . ..
TABLE 8
TABLE 9 A summary of research type
TABLE 10
TABLE 11 69
TABLE 12 3
TABLE 13 Comparison of UZ, NUST and LS
TABLE 14 .. ... . .80
TABLE 15
TABLE 16
TABLE 17
TABLE 18 RICS
TABLE 19 UCT course outline
TABLE 20
TABLE 21 Comparison of local university curricula with UP and UCT simila
TABLE 22
TABLE 23
TABLE 24 Cape Peninsula University of Technolog
TABLE 25 Comparison of local diplomas with CPUT
TABLE 26
TABLE 24 Course composition of existing real estate c
TABLE 28
TABLE 29 A comparative analysis of course composition of real es 113
TABLE 30 Ranking of topics offered in Zimbabwean real estate programmes by institution frequeancy.115
TABLE 31 Composition of local, UP and UCT Honours degrees
TABLE 32 Composition of diploma course content 0
TABLE 33 A comparison of local and internationally accredited curricula by course name/title 2
TABLE 34 A comparison of local and internationally accredited real estatete curricula in terms of
4
TABLE 35 Progress in real estate education in Zimbabwe
TABLE 36 Recommendations of the study 6

11. vii
List of exhibits
EXHIBIT 1 Theories which shape contemporary real e 18
EXHIBIT 2 Core courses for r
EXHIBIT 3 .20
EXHIBIT 4 .34
EXHIBIT 5 Sections of the constitution relevent to the property sector in Zimbabwe .49
List of appendices
APPENDIX 1 Comparison of local curricula with UP a

12. viii
List of Acronyms, Definitions and Abbreviations
RICS Royal Institution of Chartered Surveyors
FIG Federation of International Surveyors
REIZ Real Estate Institute of Zimbabwe
UZ University of Zimbabwe
UP University of Pretoria
UCT University of Cape Town
CPUT Cape Peninsular University of Technology
NMMU Nelson Mandela Metropolitan University
NUST National University of Science and Technology
VA Valuers Act
EAA Estate Agents Act
VCZ
EAC Estates Agents Council of Zimbabwe
ZIMCHE Zimbabwe Council of Higher Education
LSU Lupane State University
SAQA South African Qualifications Authority
SACPVP South African Council for Property Valuers Profession
SAREP Society for Accredited Real Estate Programmes
AfRES African Real Estate Society
AAU Association of African Universities
HREM Honours in Real Estate Management
DVEM Diploma in Valuation and Estate Management
HPDEM Honours in Property Development and Estate Management
UNESCO United Nations Educational, Scientific Cultural Organization
MHTESTD Ministry of Higher and Tertiary Education, Science and Technology
Development

13. ix
HEXCO Higher Education Examination Council
NC National Certificate
ND National Diploma
HND Higher National Diploma
MPDA Manpower Planning and Development Act
MLPNH Ministry of Local Government, Public Works and National Housing
MLLRR Ministry of Lands, Land Reform and Resettlement
BAZ Bankers Association of Zimbabwe
SARUA Southern African Regional Universities Association
BPTC Bulawayo Polytechnic College
HPTC Harare Polytechnic College
BSc Bachelor of Science
BCom Bachelor of Commerce

14. 1
CHAPTER 1 - INTRODUCTION TO THE STUDY
1.1. INTRODUCTION
Real estate as a profession is still i
that real estate education at university level is only five years old offered by only six
institutions nationwide. Over the past years real estate has not been considered as an area
of speciality hence real estate jobs were dominated by professionals related to real estate
which include but not limited to engineers, lawyers, surveyors, economists, planners and
architects. With the enactment of the Valuers Act (Chapter 27:18) of 2006 and the Estate
Agents Act (Chapter 27:05) of 1970 real estate in Zimbabwe is now a regulated profession
and all professionals in this field are supposed to be endorsed to practice by the Valuers
Council and/or the Estate Agents Council after completing a relevant qualification
Section 26 paragraph b of The Valuers Act states that “a degree in valuation and
estates Management, land economics or equivalent obtained from a university,
polytechnic or other institution of higher learning…” and Section 24 paragraph b of
The Estate Agents Act states that for one to qualify for registration, he/she must pass
the examinations set by its board of examiners or other examining body recognized
by the Council. The Estate Agents Act (Chapter 27:05) and the Valuers Act (Chapter
27:18) also stipulates that for one to practice as an Estate Agent or Valuer he/she is
supposed to obtain three years of practical experience while working under the
supervision of a registered Agent or Valuer.
A preliminary investigation shows that there are only six tertiary institutions offering real
estate in Zimbabwe. Of the six three are universities (University of Zimbabwe, Lupane
State University & National University of Science and Technology), two are polytechnics
(Harare Polytechnic & Bulawayo Polytechnic) and one is a professional institution (The
Real Estate Institute of Zimbabwe). According to Rwafa (2013:03); first
degree in real estate was introduced in 2010 at the University of Zimbabwe. At the preface
it is important to highlight the fact that as of now there is no real estate programme which
is accredited by the international real estate bodies like The Royal Institution of Chartered
Surveyors (RICS) or the Federation for International Surveyors (FIG). Consultations are
said to have been done during the curricula development process to make sure that existing
programmes address the demands of the local industry. There were no studies that were

15. 2
carried out to benchmark existing curricula in Zimbabwe against similar RICS accredited
programmes in Africa. Eply (1996) and Cloete (2002); called for a study to establishing if
there is homogeneity in real estate curricula as a step towards standardisation of real estate
education. This study aims to contribute toward the existing academic real estate body of
knowledge by comparing existing real estate education in Zimbabwe locally and with
similar RICS accredited curricula in Africa.
1.2. BACKGROUND TO THE STUDY
Dasso and Woodward (1980:404); postulated that formal property education at tertiary
level was first introduced in America at the University of Wisconsin in 1892 by Richard
Ely. The first BSc degree in UK was offered at the University of London in 1918 (Yu,
2001:80). According to Small and Karantonis (2001); real estate education in Australia can
be traced as far back as 1927. Real estate education spread globally after the Second World
War (it was introduced in 1968 in Singapore, in the late seventies and early eighties in
New Zealand and Australia respectively) and real estate received its professional
recognition in the 21st
century (Dasso & Woodward, 1980:407; Yu, 2001:80). This period
could be considered as long enough for real estate to be an established profession and to
establish a body of knowledge.
Many scholars (Boyd, Amidu, & Smith, 2013:06; Chikafalimani, 2010:27; Dasso &
Woodward, 1980:405; Jay, 2011:2; Schulte, Schulte-Daxbok, Holzmann, & Wiffler
2005:1; Yu 2001:79); noted that two main philosophies exist in the real estate education;
one so dominant in the United States of America (USA) where real estate training is
housed under the faculties of business or finance; and the second is the United Kingdom
(UK) philosophy whe According to Boyd et al
(2013); in the USA degree level by
business schools with appraisal and brokerage considered as technical/vocational courses,
which are offered by colleges. In the UK specialising in real estate is offered from
B degree level (Boyd et al, 2013). Yu (2001:81)
postulated that early real estate education models in UK and USA had a great influence in
shaping modern day real estate curricula worldwide. According to Schulte et al (2005:1)
and Schulte (2001a); three main approaches to real estate exist: that is the survey approach
(which is practised in the United Kingdom and the British Commonwealth countries), the

16. 3
investment and finance approach (which is mainly practised in America) and the inter-
disciplinary approach (which is practised in the Continental Europe). Yu (2001:80) and
Ashaolu (2012:315); noted the dominance of the British philosophy in the Commonwealth
countries where real estate was first introduced as a technical subject at vocational and
polytechnic colleges. This approach to real estate education might still be existing in other
countries but Yu (2001:82); warned against this practice as
paradigm could lead to the erosion of the value of university education which is to provide
What is the yardstick used to differentiate real estate education philosophies? Basing on
Schulte et al (2005) and Boyd et al (2013); one can be tempted to conclude that the
department where the programme is housed is important when determining a paradigm
which is followed by real estate education at a given university. However, Jay (2011:2);
noted that:
“The school or department where a property programme is housed is therefore
perhaps not as important as the curriculum that is offered by that programme,
although the curriculum offered may be biased in a particular direction as a result
of its home.”
With this in mind, it means that for example a programme may be housed under an
engineering department but offers a course with much emphasis on the investment
approach.
A number of scholars noted that there is no universally accepted real estate body of
knowledge (Boyd et al, 2013:06; Chikafalimani, 2010:27; Dasso & Woodward, 1980:405;
Jay, 2011:2; Schulte et al 2005:1; Yu 2001:79; Weeks & Finch, 2003). Various arguments
were raised in trying to explain why real estate approaches vary in different geographic
locations. According to Mooya (2007); this is because real estate developed differently in
various nations. As highlighted above in USA, it evolved from the finance discipline while
in the UK, it evolved from the land economics discipline. Dasso and Woodward (1980);
shared the same sentiments as they argued that lack of consensus in the real estate body of
knowledge affected the development and management of real estate programmes. Boyd et
al (2013) and Yu (2001:82); are of the view that lack of consensus in the real estate body
of knowledge is caused mainly by the complex nature of property and by its texture which
is ever changing. According to Boyd et al (2013:06); disagreements in real estate body of

17. 4
knowledge can be attributed to lack of consensus between real estate organisations. Mooya
(2007:12); is of the opinion that the differences in real estate paradigms produce graduates
with different ways of understanding and problem solving techniques and methods. Mooya
(2007:11) and Boykin (1985:349); pointed out to the fact that even though real estate
programmes are diverse in nature they aim to meet one goal which is to maximise on the
highest and best use of properties.
In Africa and other developing economies, real estate education and the profession at large
are at the infancy stages of development (Viruly and Hopkins, 2014:11). They also noted
that;
“While there are a number of institutions offering real estate programmes across
the continent there seems to be little consistency in academically taught body of
knowledge and hence there are no standards being achieved (ibid, 2014:11).”
Serfontein (2014) established that real estate curricula in Africa are diverse and multi-
disciplinary in nature but they are of comparable standards. She pointed out that this
presents an opportunity for partnerships between African real estate schools and to
standardise their curricular (ibid, 2014). Mooya (2007:14); is of the view that property
education is not very new to Africa as he gave examples of some African universities
where formal real estate education existed for many years. Property education has been in
existence for a couple of years at the University of Science and Technology in Ghana,
Copperbelt University in Zambia, Ardhi University in Tanzania (former Ardhi Institute),
the University of Nairobi in Kenya and Obafemi University in Nigeria (ibid, 2007).
Nzioki, Kariuki, & Marigu (2006) stated that Kenya is one of the pioneers of formal real
estate education in Africa. The first degree in land management in Kenya was introduced
in 1956 at the University of Nairobi (The Technical College of East Africa then) and the
curriculum was modelled after RICS curriculum (ibid, 2006). According to Groenendijk,
Hagenimana, Lengoiboni, Husen, Musingu, Ndjovu, & Wayumba (2013:1); curriculum
content of land administration programmes offered in East Africa are similar in nature and
they are broad in coverage. The first real property degree in Ethiopia was introduced in
2004 at Bahir Dar U
introduced in 2012 at the INES-Ruhengeri Institute of Applied Science (Groenendijk et al,
2013).

18. 5
Ashaolu (2012); indicated that real estate training in Nigeria started in 1957 at the Nigerian
College of Arts, Science and Technology, Enugu campus (now Enugu campus of the
University of Nigeria) and the curriculum was modelled after that of Britain with a focus in
the built environment and surveying to prepare students for RICS examinations. Other
universities who were among the pioneers of real estate education in Nigeria include
among others University of Ife (now Obafemi Awolowo University) in 1970, University of
Lagos in 1982 and the Federal University of Technology (ibid, 2012). Serfontein
(2014:40); established that Nigeria has more universities offering real estate in Africa with
approximately fifteen universities followed by South Africa with seven universities and the
rest of other African countries which have between one and two universities offering real
estate per nation.
Cloete (2002:377); noted that in the Southern African region very few educational
institutions offer real estate education especially at post-graduate level. He went on to say
that recognition of real estate as a profession gained momentum over the past decade and
this saw countries like South Africa introducing formal real estate programmes at
Universities and Technikons (Now Universities of Technology). According to Schulte
(2002); in South Africa all Technikons at that stage used one real estate syllabus.
Technikons in South Africa were upgraded to Universities of Technology hence chances
are that the fact that they used one syllabus might no longer hold water. Mooya (2007:13)
and Jay (2011:02); noted that real estate programmes in South Africa are housed under the
construction departments and the educational system in South African curricula is
Eurocentric in nature. This may be explained by the fact that as a former British colony,
South Africa inherited an educational system with British philosophies. Also chances are
that since most South African real estate schools strive to meet world best standards, the
Eurocentric nature of curricula might be as a result of the influence of RICS. There are
notable variations in existing real estate programmes which are offered in South Africa
(Mooya, 2007:15). Lack of consistency in real estate curricula in South Africa shows that
there is no national consensus on real estate body of knowledge (ibid, 2007). Though South
Africa introduced formal real estate education later as compared to other African nations it
managed to make remarkable progress over the past two decades, which made it one of the
few African countries offering RICS accredited programmes (RICS, 2008), and to offer
real estate programmes up-to Doctorate degree level (Mooya, 2007:15; UP, 2015b; UCT,
2015c).

19. 6
Given the above mentioned status quo of real estate education in Africa it is worthy
reviewing the historical background of higher and tertiary education in Zimbabwe. Higher
and tertiary education in Zimbabwe consists of universities, polytechnics and teacher
training colleges (Kotecha & Perold, 2010:53). According to Gwati (2011:22) and Garwe
(2014b:3); formal higher education in Zimbabwe was first offered in 1957 at the
University College of Rhodesia and Nyasaland, which was affiliated to the University of
London. The name was later changed to the University College of Rhodesia in 1965. Its
relationship with the University of London ended in 1970 which resulted in the change of
name to the University of Rhodesia in 1970. When Zimbabwe attained its independence in
1980 it was the only university in the nation and its name was further changed to
University of Zimbabwe. Until 1990 the University of Zimbabwe was the only university
in the country. In view of the forgoing it is important to highlight that real estate was not
part of the curricula which were offered during the early stages of higher education
development in Zimbabwe.
Since independence in 1980, Zimbabwe prioritised education and it managed to increase
the number of universities from one in 1980 to fifteen by 2013 (Garwe, 2014b:2). In
support of this Kotecha and Perold (2010:53); noted that universities in Zimbabwe are at
various stages of development and maturity and they offer various programmes which
range from humanities, social sciences, architecture, business studies, and sciences.
According to Kurasha and Chabaya (2013); an increase in universities prompted to
innovation by institutions as a way of remaining relevant in the market. As a way of
gaining a competitive advantage, universities introduced parallel programmes, block
release programmes and distance education (ibid, 2013). However real estate education
was only first introduced at degree level in 2010, maybe this was due to the fact that it took
time to gain academic recognition internationally. According to Garwe (2014b:2);
Zimbabwe also has eight polytechnics, fifteen teachers colleges and two industrial training
centres. Out of the eight polytechnics only two are offering real estate from National
certificate to National diploma levels.
The year 2014 shall always be remembered in the history of real estate education in
Zimbabwe. What makes 2014 a historic year is the fact that the pioneer group to study real
estate at university level graduated at the UZ in October 2014 and a second real estate
degree (BSc Honours in Property Development and Estate Management) was introduced at
the NUST in September of the same year. Also it is the year when Lupane State

20. 7
University to offer a real estate degree was approved by the Zimbabwe
Council of Higher Education (ZIMCHE).
The recognition of real estate as a specialised area of study at universities gained
momentum over the past years and there is potential for progress given the number of
tertiary institutions in Zimbabwe. However, whilst Zimbabwe is still celebrating for its
achievements, it is important to reflect on the fact that none of the existing curricula has
been accredited by international real estate institutions. With the current trends where
education has gone global, academic institutions in Zimbabwe must strive to offer
internationally recognised curricula as a way of gaining a comparative advantage in the
global market (especially given high unemployment rates in the country). Because of high
unemployment most graduates are forced to look for employment from other countries
(especially in South Africa), in some cases graduates seek for employment internationally.
Furthermore Schulte et al (2005); argued that real estate business has gone global hence
real estate education institutions must aim to produce internationally proficient graduates.
According to Garwe (2014a:4), new programmes which are introduced by universities are
of an acceptable quality given the fact that during the curricula development process
universities do wide consultations with industry and other stakeholders. Quality assurance
for higher education in Zimbabwe rest in the hands of the Zimbabwe Council of High
Education (ZIMCHE) (Garwe, 2014a; Kurasha & Chabaya, 2013). It does appear from the
foregoing that one can be tempted to conclude that existing programmes offered by tertiary
educational institutions in Zimbabwe address local needs. However given the fact that
Zimbabwe is c labour to regional and international markets
it is important to benchmark existing curricula with similar internationally accredited
curricula which are offered in Africa. Schulte et al (2005); pointed out that comparison of
curricula with world best practice allows for adaptation to meet international standards.
This study assumes that RICS accredited courses represents international best practice in
real estate education since RICS is a dominant and esteemed international real estate
organisation with 140 000 members and more than 500 accredited courses internationally
(RICS, 2008:1; RICS, 2012:1).
One key question which arises and needs to be answered is which philosophy/paradigm is
followed by real estate education in Zimbabwe? Maybe since Garwe (2014b:3) and Gwati
(2012:22); noted that because of its history (former British colony), education in

21. 8
Zimbabwe is Eurocentric, it might be following a survey approach. There are also chances
that it is following a combination of the USA and UK models since Schulte (2002:465);
noted that most real estate professionals in Zimbabwe and South Africa at that stage were
trained either in UK or USA. Yu (2001:81); postulated that early real estate education
models in UK and USA had a great influence in shaping modern day real estate curricula
worldwide. The second and most important question is how does existing real estate
curricula compare locally and with similar internationally accredited curricula in Africa?
This comparative study of real estate curricula in Zimbabwe seeks to add to the existing
international debate on standardisation of real estate curricula. Eply (1996) and Cloete
(2002:377) as well as Black, Carn, Diaz and Rabianski (1996); noted a need for further
research in a bid to find consensus among real estate stakeholders which can result in
standardisation of curricula and practice. The study aims add to the existing real property
literature by establishing the level of standardisation of real estate curricula and if there
exist a national consensus on the real estate body of knowledge in Zimbabwe. It will
unpack the following components of existing real property programmes, name of
programme, department where the curriculum is housed, level of study, course content,
teaching methods, allocated credits, and duration of study as well as assessment criterion.
1.3. RATIONALE OF THE STUDY
There are many studies on higher education which were carried out in Zimbabwe (Garwe,
2014b; Garwe, 2014b; Kurasha, 2003; Kurasha and Chabaya, 2013; Shizha and Kariwo,
2011; Kotecha and Perold, 2010 and others) but none of them covered real estate
education. Schulte (2002) conducted a study in real estate education worldwide, though it
was comprehensive it was done at a time when most real estate programmes were not yet
introduced in Zimbabwe. Also South African Qualification Authority (SAQA) (2012);
conducted a study on real estate education in Africa and even though by that time real
estate was introduced at university level, the study was internet based while most
institutions in Zimbabwe were yet to fully make use of information technology. From that
study SAQA only managed to get data on the real estate programmes which were offered
by international educational institutions. The institutions include the Commercial Real
Estate Institute and the College of People Management and Development as well as the
Certified Commercial Investment Member Institute, however most if not all of these
institutions are not formally registered as educational institutions as required by

22. 9
Zimbabwean laws. The results of the SAQA (2012) study might be attributed to the fact
that since the research was internet based and by then websites of most academic
institutions were still developing or were yet to be developed hence less or no relevant data
were obtain from public institutions of higher learning. Furthermore, Chikafalimani
(2010); did a comparative study of real estate curricula which covers Zimbabwe but his
study was focused on postgraduate real estate programmes as a result Zimbabwean
undergraduate real estate programmes were not covered since there is no taught
postgraduate real estate programme in Zimbabwe as at present (2015). More recent studies
were done by Serfontein (2014) as well as Kampamba, Nkwae and Tembo, (2015).
Serfontein (2014) however did not manage to get relevant data on existing real estate
curricula in Zimbabwe. She only noted a programme which was introduced by NUST in
2014 and failed to get information on the real estate programme which are offered by UZ,
REIZ, HPTC and BPTC. She explained that no relevant data was obtained from Zimbabwe
due to poor questionnaire response and as a result programmes from Zimbabwe were not
included in her study. A study by Kampamba et al (2015) was also broad and
comprehensive. They covered undergraduate real estate curricula in Zimbabwe but their
results did not provide detailed information about existing Zimbabwean real estate
programmes as their main focus was real estate curricula in Botswana.
This study will compare existing real estate curricula in Zimbabwe and with similar RICS
accredited curricula in Africa. Why RICS accredited courses? According to Schulte et al
(2005); there are two main international bodies which accredit real estate education these
are: The Society for Accredited Real Estate Programmes (SAREP) and The Real Estate
Institution of Chartered Surveyors (RICS). They went on to justify the role of RICS in
promoting real estate education globally as they noted that the organisation has managed to
spread operations internationally and has managed to collaborate with national and
regional real estate institutions. Why in Africa? Because education curricula are designed
to bring solutions to local environments hence problems in Africa might be unique as
compared to problems in other continents. This study assumed that real property problems
in African countries are more or less similar and real estate curricula should reflect the
perceived solutions to the problems faced in the regional environment. The rationale of this
study has been structured to;
Contribute to academic debate by investigating the existing real estate education
paradigm/philosophy followed in Zimbabwe,

23. 10
Reflect to stakeholders how existing real estate curricula offered in Zimbabwe
compare to each other as well as to similar RICS accredited curricula in Africa,
Inform policy on areas that might be improved in existing and future real estate
curricula.
Figure 1 below shows the theoretical framework upon which the problem statement of this
study is based on.
so
With reference to Figure 1 there are three main schools of thought which influence real
estate curricula and these are the business school of thought, the applied science school of
thought and the inter-disciplinary theory. Proponents of the business school of thought
believes that real estate is an investment and it is possible to use economic analysis models
to understand real estate. Furthermore like any other business the objective of real estate
business is to maximise on value (Chikafalimani, 2010). This theory have resulted in real
estate being housed under business departments and being biased towards
finance/investment courses in USA (Small & Krantonis, 2007). The second line of thinking
which influenced real estate education is the applied science theory which is mainly
Is there consistency in rea estate curricula in Zimbabwe and is there a national
consensus on the real estate body of knowledge in Zimbabwe?
Undergraduate real estate education in Zimbabwe: A comparative study
Real estate as a
synergy of business
studies and applied
sciences
Real estate as a
business science
subject
Real estate as an
applied science
subject
Figure 1: Theoretical framework. Source: Adapted and modified from (Chikafalimani,
2010; Epley, 1996; Weeks & Finch, 2003).

24. 11
followed in UK and other European countries where real estate is housed under
survey/engineering departments (Schulte, 2003; Chikafalimani, 2010; Small & Karantonis,
2007). Scholars who support this theory like Schulte (2001b) and Diaz (1993 cited by
Weeks & Finch, 2003); postulated that real estate is an applied discipline and like
surveying and engineering subjects it aims to o improve the
benefits for its users. Under the survey/engineering approach emphasis is put on the
property itself as opposed to the financial approach where primary emphasis is placed on
finance (Chikafalimani, 2010). The third and last theory which shaped real estate theory
and practice is the multi-disciplinary school of thought. According to Susilawati and Blake
(2009); real estate is a multi-disciplinary discipline because of the coverage of a variety of
professional areas such as town planning, economics, law, accounting, tax and building
studies. According to Black et al (1996); property as a discipline is both multi-disciplinary
and inter-disciplinary in nature. It is multi-disciplinary because for one to master it he/she
must understand a combination of disciplines which include among others civil
engineering, landscape architecture, architecture, economics, finance, accounting, law and
psychology. Real estate is said to be inter-disciplinary because it joins concepts and
theories of several traditional disciplines to create a new whole for example discounted
cash flow analysis combines theories from accounting, finance and economics (ibid, 1996).
With the multi-disciplinary approach real estate can be housed either in the school of
physical design or a school of business administration as long as the programme is multi-
disciplinary and problem solving in nature (Chikafalimani, 2010). Proponents of this
theory believe that synergies of the business theory and the applied science theory can
result in detailed and relevant curricula (Chikafalimani, 2010). Their argument is that
graduates from a university which follows the business theory tend master business
knowledge and skills but will not have sufficient knowledge of how the property as a
business relate to issues of location (geography). On the other hand a university which
follows the applied science theory will equip students with land economics knowledge but
graduates will have limited exposure to business administration and the international
context (Rolac, 2002 cited in Chikafalimani, 2010). Schulte et al (2005); noted that the
multi-disciplinary approach is practiced mainly in Continental Europe. As highlighted
earlier there is no consensus internationally on the standard of real estate body of
knowledge as seen by different views of academics and practitioners as well as varied
programme names and course content (Jay, 2011; Eply, 1996; Weeks & Finch, 2003;
Chikafalimani, 2010; Kampamba et al, 2015). In view of the global real estate curricula

25. 12
status quo one is tempted to ask what the situation is like in Zimbabwe. Is it not the
microcosm of the current state of real estate curricula globally?
1.4. PROBLEM STATEMENT
There has been a growing interest in the establishment of bodies of knowledge for
prof
et al, 2014).
Development of a universally accepted real estate curricula has always been a utopia.
Scholars and academics believe that for real estate to gain respect and recognition by the
society and business like other professions like engineering, accounting, law, architecture
and surveying (to name but just a few), players in the real estate profession must first agree
on what real estate is and what topics/courses must be covered by a property curricula.
Consensus on what real estate must cover can result in standardisation of real estate
education and practice which in turn improves investor confidence (Viruly and Hopkins,
2014).
In Zimbabwe the last five years has seen a remarkable increase in real estate programmes
at university level. Real estate is currently offered by three universities that is the
University of Zimbabwe (UZ), the National University of Science and Technology
(NUST) and the Lupane State University (LSU). Also two Polytechnic Colleges (Harare
Polytechnic & Bulawayo Polytechnic) offer real estate at National certificate and National
diploma levels while the Real Estate Institute of Zimbabwe is the only professional body
which offers property education at diploma level. There is potential for more institutions of
higher education to introduce real estate even up to postgraduate level. All of the Honours
degree programmes which are offered by universities in Zimbabwe are accredited by the
Zimbabwe Council for Higher Education (ZIMCHE). Due to the new nature of real estate
education at university level no study was done to establish if existing curricula are
standardised and if real estate education institutions have reached a national consensus on
the common courses that should be included in a real estate curriculum. If real estate
education in Zimbabwe continues to develop without establishing if real property
educators are in agreement on the real estate body of knowledge chances are that
Zimbabwean real estate

26. 13
internationally. The major challenge fa
common core body of knowledge that constitute what should be taught in all programmes
(Weeks & Finch, 2003:257). Allowing real estate education development without
standardisation of curricula might have a detrimental effect on the real estate profession.
Chikafalimani et al (2012); noted that lack of standardisation might result in each
university offering a variety of courses of its choice which can affect the quality of
graduates from the different real estate programmes. The only way for real estate to justify
its existence and gain recognition as a serious profession in the society is by
standardisation of curricula and practice (Black et al, 1996). Black et al (1996); share the
same sentiments and argued that lack of uniformity and consensus in real estate may
Academicians agree that research to establish the state of the current real estate curricula
may be a starting point towards achieving standardisation in real estate education (Eply,
1996; Boyd et al, 2014; Cloete, 2002). This study seeks to contribute towards the existing
academic debate on the worldwide endeavour to standardise real estate education. The
overall goal of this study is to establish if real estate education curricula in Zimbabwe is
consistent and have reached consensus as far as the real estate body of knowledge is
concerned. This study also aims to benchmark real property curricula offered in Zimbabwe
with the Royal Institution of Chartered Surveyors (RICS) accredited curricula in Africa.
1.5. RESEARCH QUESTIONS
The statement of the problem prompted to a question how do existing real estate curricula
in Zimbabwe compare locally and with similar RICS accredited curricula in Africa? This
in turn led to the following sub-questions:
- Which philosophy do existing real estate curricula follow?
- Is there consistency in existing real estate curricula?
- How do existing curricula compare with similar RICS accredited programmes
which are offered in Africa?
- Which areas can be improved on existing and future real estate curricula?

27. 14
1.6. AIM AND OBJECTIVES
The aim of this study is to establish if there is consistency in existing real estate curricula
offered in Zimbabwe and to benchmark existing property programmes with similar RICS
accredited curricula in Africa. Specific objectives of this study are:
- To identify and analyse real estate paradigm/philosophy followed in Zimbabwe,
- To describe and explain existing real estate curricula content in Zimbabwe,
- To compare existing real estate curricula locally and with similar RICS accredited
curricula offered in Africa and
- To critique progress in real estate education in Zimbabwe since the first programme
was introduced and propose areas which may be improved on existing and future
curricula.
1.7. ASSUMPTIONS
This study is based on the following assumption:
RICS accredited programmes offered in Africa represents model real estate
curricula in the region.
Real estate challenges in Africa are more or less similar and this is reflected in the
1.8. LIMITATIONS
This study was limited to real estate programmes which are offered up to honours degree
level in Zimbabwe and similar RICs accredited programmes which are offered in Africa.
The study was also limited to institutions which are formally registered to offer higher
education in Zimbabwe.

28. 15
1.9. DELIMITATION OF THE STUDY
Real estate programmes which were considered for this study were those which are
accredited by relevant authorities in Zimbabwe (University programmes must be
accredited by ZIMCHE and Polytechnic programmes and programmes offered by
professional bodies will only be those accredited by the Ministry of Higher and Tertiary
Education, Science and Technology Development). Moreover similar programmes
accredited by RICS and which are offered by institutions in Africa were considered.
Programmes offered by academic institutions which are not formally registered in
Zimbabwe as well as training through seminars, conferences and workshops were outside
the scope of this study.
1.10. DEFINITION OF KEY TERMS
The meanings of words do change with place and time therefore it is important to define
key terms used in this study as a way of communicating effectively with all readers. Key
terms are defined below and all definitions are from Stevenson (2010);
Comparative - Involving comparison between two or more subjects or branches
of science.
Study - A detailed investigation and analysis of a subject or situation.
Analysis - A detailed examination of the elements or structure of something.
Property - A building and the land belonging to it. In this study the term property
was used interchangeably with real estate.
Accredit - Give official authorization or sanction to.
Standard - A required or agreed level of quality or attainment.
Consistent not containing any logical contradiction. In this study the term
standard, consistent and uniform were interchanged.
Curriculum - The subject comprising a course of study in a school or college.

29. 16
Philosophy - The study of the theoretical basis of a branch of knowledge or
experience.
Paradigm - A worldview underlying the theories and methodology of scientific
subject. The term paradigm was used inter-changeably with philosophy in this
study.
Approach - A way of dealing with something.
Tertiary education - Education at a level beyond that provided by schools.
Polytechnic college An institution of higher education offering courses at
degree level or below, especially in vocational subjects.
University A higher-level educational institution in which students study for
degrees and academic research is done.
1.11. CHAPTER SUMMERY
Real estate education at university level is fairly new in Zimbabwe, however the
recognition of real estate as a specialised field of study gained momentum over the past
five years. Currently six institutions are offering real estate in Zimbabwe from National
certificate level up to the Honours degree level. This introductory chapter introduced the
problem which this study seeks to answer and the chapter which follows (Chapter two) will
review literature related to real estate education. Reviewing previous studies helped the
study to have a better understanding of the problem under investigation.

30. 17
CHAPTER 2 - LITERATURE SURVEY
2.1. INTRODUCTION
Having introduced the problem in Chapter 1, this Chapter will review literature related to
the subject under study. The study will seek to understand the problem better by looking at
theories guiding real estate study, analysing what other researchers have done and the
methods which they used when conducting similar research. It is important to establish
how similar problems were solved by previous researchers in other regions and whether
there were previous attempts to solve the existing problem (partially or in full).
THE CONCEPT OF REAL ESTATE CURRICULUM
Graduates must grasp skills and knowledge required for them to be relevant and competent
in the real estate industry. Two key questions arise; which areas must be covered by real
estate curriculum and how are these curricula supposed to be taught? Currently there is no
single universal theory which is accepted as a framework for real estate education. A
number of views and theories have been proposed and some of the theories are used as the
foundation for this study. Exhibit 1 below is a summary of theories and views of various
scholars in real estate education.
Exhibit 1: Scholarly views on real estate curricula
Mertzke in 1927 postulated that real estate must be a specialised field of education (Dasso &
Woodward, 1980:405).
According to Dasso and Woodward (1980:407) and Boykin (1985:348); Weimer in 1956
postulated that the most appropriate approach for real estate was the business manager or
administrator approach.
As noted by Boykin (1985:348) as well as Dasso and Woodward (1980:408); the Gordon-Howell
(Ford) and the Pierson (Carnegie) reports during the late 1950s recommended that real estate be
dropped from academic education and be offered by professional bodies.
The theory of problem solving this theory was postulated by Graaskamp and supports the
notion that real estate curriculum must equip students with skills and knowledge to be able to
solve problems of the society efficiently. The main idea of this theory is that real estate

31. 18
curriculum must be inductive, multidisciplinary and oriented towards problem solving (Dasso &
Woodward, 1980:410).
The financial management theory Dasso is the proponent of this theory. His main argument
was that real estate curriculum must be structured to equip graduates with skills required to
maximize the value of real estate resources. It is premised on the fact that property by its nature is
fixed and heterogeneous hence practitioners in this field need special skills to analyse and
evaluate properties on individual basis and make decisions accordingly (Dasso & Woodward,
1980:412).
Source: (Dasso & Woodward, 1980:405; Boykin, 1985:348).
solving theory and the financial management theories. Dasso and Woodward (1980:420);
two theories shaped modern day real estate education. Exhibit 2 shows theories which
answer the question; which are the core courses in real estate curricula?
Exhibit 2: Core courses for real estate curricula
Many scholars agree that core courses in undergraduate real estate programmes include the
following: real estate principles, property finance, property law, real estate development, property
valuation and real estate investment (Gallupo & Worzala, 2004; Weeks & Finch, 2003:265;
Boykin 1985; Poon, Hoxley, & Fuchs, 2011; Jay 2011).
Schulte et al (2002); are of the view that for graduates to be relevant in the international real estate
market real estate curriculum must cover the following international aspects: foreign real estate
markets, international real estate investment, globalisation of real estate markets as well as
comparison of international standards and practices in real estate.
Real estate courses must be interdisciplinary and composed of a broad spectrum of interlinked
subject areas which include but not limited to property law, physical planning, financial
environment and market environment (Mooya, 2007:11).
Source: (Gallupo & Worzala, 2004; Weeks & Finch, 2003:265; Boykin 1985; Poon et al,
2011; Jay 2011; Schulte et al, 2002; Mooya, 2007:11).

32. 19
As shown in Exhibit 2, there are courses which are considered to be the backbone of an
undergraduate real estate programme. It is also of equal importance to examine teaching
methods which are appropriate in undergraduate real estate education. Exhibit 3 below
summarises recommendations from earlier studies on real estate teaching strategies.
Exhibit 3: Real estate curriculum delivery modes/teaching methods
(Rabinski, 2003:25) this theory recommended that there is need
for synergies between academic education, on the job training and professional training in real
estate training. He postulated that this will result in mutual benefit and bridges the theory practice
gap. Mutual benefit comes in three forms of which he termed: strategic partnership with
reciprocity agreement, cross pollination of ideas and outsourcing.
He explained the meanings of these terms as shown below;
Strategic partnership with reciprocity agreement students will gain professional
experience through internships and support of real estate from industry especially through
funding.
Cross pollination of ideas and experience this can be done through exchanging
educational materials, joining together to create courses and seminars for each other,
broadening course offered and course content by linking learning experience to other
Outsourcing one entity can acquire services from another entity or mutual provision of
services between academics and practitioners. Academics can give seminars on
specialized topics on the other hand practitioners teach as guest lecturers on topics of their
Callanan and McCarthy (2003 cited by Jay, 2011:62); recommended that students must have work
related learning through internship at an approved property company for at least 450 hours over a
12-month period.
Schulte et al (2005:02); postulated that for real estate graduates to be relevant in the international
real estate market students must be exposed to the international market through the following
approaches: international real estate trips, international exchanges between universities,
international programmes for students, international visiting professorships and guest lecturers
and joint academic initiatives initiated by two or more real estate related universities each of
which offers some of the courses.

33. 20
The teaching strategy which is appropriate for real estate is a combination of lectures, tutorials,
directed learning, case studies and research projects which are offered in block weeks (Haynes &
Nunnington, 2009).
Source: (Rabinski, 2003:25; Jay, 2011:62; Schulte et al, 2005:02; Haynes & Nunnington,
2009).
As highlighted in Exhibit 3 it can be concluded that the teaching strategy which is suitable
for real estate is that of combining professional experience with classroom learning while
exposing students to the international real estate markets. Haynes and Nunnington (2009);
expounded further on real estate teaching strategies as follows:
Lectures are used to introduce broad concepts and signpost directions.
Tutorials/seminars are used to broaden the understanding of concepts introduced in
lectures.
Case studies are used to apply the principles and theories to real estate case studies
and to develop critical reviews of the fit between theory and practice.
Consultancy projects are used to drive deep learning and engagement in the subject,
to develop employability skills and bring theory, practice and professional issue
together.
Professionals are used to introduce a practitioner/professional view of the subject.
Research projects are used to expose the students to the latest thinking.
2.1.1. The curricula development process
Kurasha and Chabaya (2013) defined curriculum development as the process of changing
or modification of existing educational programmes. They noted that it is a worldwide
trend for institutions of higher learning to develop their curriculum to address national
challenges for sustainable development (ibid, 2013). It is of great importance for an
academic or professional institution to review its curriculum to establish if its programme
is still relevant to employers/industry and students. Kurasha and Chabaya (2013); observed
that the political and economic environment is ever changing hence curricula design must
not be static rather it must respond to environmental changes. In view of the foregoing
argument it can be deduced that curricula development is an ongoing process which aims
at providing relevant skills and knowledge to graduates in order to bridge the gap between

34. 21
academics and industry. According to Bennett (2005:16); ach curriculum design
provides an economical basis on which to examine curriculum through ideas of curriculum
development is curriculum alignment. Bennett (2005:31); is of the view that curriculum
alignment involves analysing and orientation of the relationship between various
dimensions of existing curriculum. Figure 2 below is a diagrammatic presentation of the
curriculum development process.
Figure 2: The curriculum development process. Source: Hicks (2007:7)
As shown in Figure 2 curriculum design is influenced by design principles as well as
contexts for curriculum design and change. Regulation and quality assurance is also of
great importance when designing a curriculum. In Zimbabwe curriculum development for
higher and tertiary education institutions must meet the quality standards of ZIMCHE and
the MHTE epartment. It is vital for real estate education institutions
to seek the views of various stakeholders during curricula development as it helps to
identify area with knowledge and skills gap (Chikafalimani, 2010; Jay, 2011; Eply, 1996).
With reference to F
influences curriculum content, student assessment and teaching methods. Institutions
providing real estate education need to investigate if their curricula are of acceptable

35. 22
standards by seeking the views of industry on their existing or proposed curriculum (Jay,
2011). Research to establish if existing curriculum is of comparable standards may also be
done by benchmarking existing programmes with similar curricula which are offered
across the globally (Chikafalimani, 2010). Table 1 below shows approaches to curriculum
development.
Table 1: Approaches to curriculum development
Approach Description
The academic approach This approach suggests that curriculum development should be
done in a logical and systematic manner. It has academic
rationality and is theoretically logical. The Tyler rationale, being
perhaps the most famous of these approaches has four steps,
namely, identification of goals and objectives, the educational
experiences likely to attain these goals and objectives,
organisation of the educational experiences and finally evaluation.
The experiential approach This approach suggests that the teachers and their students play an
important role in making co-operative curriculum decisions. This
approach is far more learner centric and subjective than the
academic approach and was originally proposed by Dewey in
1897.
The technological
approach
This approach is also an analytical approach. Curriculum planning
is to be approached and its effectiveness maximised using
scientific or engineering principles that would be applied in
industry. Scientific curriculum development was first proposed by
Franklin Bobbit in 1918. The logical process to achieve the end
result is also important in the technological approach and in this
respect is similar to the Tyler rationale.
The pragmatic approach This approach to curriculum development says that the process of
curriculum development is not logical or systematic, but rather is
the result of a more complex process that is grounded in
involvement and interaction. Advocates of this approach propose
that curriculum development is reactive and happens in a

36. 23
fragmented fashion. Principles drawn from the academic,
experiential and technological approaches are utilised in this
approach. There will be much discussion and negotiation between
interested parties before consensus on the curriculum is achieved.
One of the proponents of this approach is Decker Walker who, in
1971, referred to this as a naturalistic model.
Source: Carl (2002 cited by Jay, 2011:11).
This study derived its conceptual framework from the theories highlighted above. The
conceptual framework (refer to Figure 2 below) lays a foundation upon which this study is
based on.
2.1.2. Conceptual framework
Figure 3 below illustrates the conceptual framework for this study. The conceptual
framework is informed by the theoretical framework (refer to figure 1) and it is centred on
the problem statement on Section 1.4.
Figure 3: Conceptual framework. Source: Adapted and modified from Chikafalimani
(2010:22) and Schulte et al (2005:9).

37. 24
With reference Figure 3 when determining the philosophy followed by real estate
education in Zimbabwe, the study analysed the department where the programme is housed
as well as the contents of the curricula syllabus. Also as stated in Chapter 1 the study
seeks to establish if there is consistency in existing real estate education curricula by
comparing programmes locally and with similar programmes accredited by RICS. The next
section is reviews previous literature on real estate education on the global, regional and
local context.
2.2. UDERGRADUATE REAL ESTATE CURRICULA IN THE GLOBAL
CONTEXT
As previously mentioned there is no common body of knowledge for real property (Boyd
et al, 2013:06; Boyd et al, 2014; Chikafalimani, 2010:27; Dasso & Woodward, 1980:405;
Jay, 2011:2; Schulte et al 2005:1; Yu 2001:79; Weeks and Finch, 2003). Boyd et al (2014)
education but also the divergence in real estate business and the organisation of the
This is shown by differences in programme names, structure of programmes
and curricula content (Eply, 1996). Weeks and Finch (2003); noted that academicians and
practitioners in real estate do not have similar views when it comes to what they consider
to be a model real estate curricula. Eply (1996); shared the same sentiments and supported
this view by giving examples of various presentations at real estate annual conferences
where presenters researched on widely diverse topics. Due to the diversity of courses
which are covered by real estate programmes at universities one is tempted to support the
argument of Eply (1996);
is required to delineate consensus among its members in order to progress through the
In USA real estate is governed by a number of professional institutions with different
routes to qualification. These professionals include the National Association of Realtors
and the Appraisal Institute (Boyd et al 2014). According to Key (2009 cited by Boyd et al
2014); USA real estate programmes are mainly offered at Master s level and is offered by
finance departments while brokerage and appraisal are considered to be
technical/vocational courses which are offered by colleges. On the other hand in the UK
real estate is offered by universities from degree level and the programmes are

38. 25
housed under survey related departments or schools (ibid, 2014). However Boyd et al
(2014); noted that in the recent years some universities in the UK adopted the USA model
and moved their real estate programmes from surveying departments to business
departments mainly as an MBA major. According to Parker (2012) and Yu (2001); In
Australia and Singapore real estate education tend to combine the USA and the UK models
as real property curricula are offered by both business schools and built environment
schools with a balance of survey and finance modules. Small and Karantonis (2001); noted
that real estate programmes in Australia have varied names including Bachelor of Applied
Science, Bachelor of Business (Property), Bachelor of Commerce (Property), and Bachelor
of Land Economics. According to Susilawati, Chris, Lyndall and Blake (2014); almost all
undergraduate real property degrees in Australia are offered in a three year programme. In
view of the state of real estate education as highlighted above where even in advanced
economies where the property industry and the curricula are said to have attained a
maturity stage there is still no consensus on what real estate education is (Boyd et al,
2014); one maybe
which is struggling to obtain a consensus on the skills and courses (name,
number and structure) at both the macro-level and micro-level.
According to Weeks and Finch (2003); real estate education institutions do not agree on
the contents of property education curricula as indicated by lack of consensus on what
should be taught in property programmes. In the USA real estate is dominated by finance
related courses while in the UK real estate is dominated by survey related courses (Yu,
2001; Schulte et al 2005; Eply, 1996; Weeks & Finch, 2003; Boyd et al, 2014,). Scholars
noted that there are core courses which are more common in most real estate programmes
and these are: real estate principles, property finance, property law, property management
(Eply, 1996; Yu, 2001, Schulte, 2001b; Haynes and Nunnington, 2009; Susilawati &
Blake, 2009; Small & Karantonis, 2007). Yu (2001) is of the view that real estate curricula
must also cover courses which are outside the areas of real estate specialisation and must
offer elective modules. Real estate curricula must seriously consider incorporation of
courses in corporate real estate (Dasso, Kinnard & Rabianski, 1989, Haynes &
Nunnington, 2009). Gustafsson and Lundstrom (2008); compared the real estate
curriculum which is offered by KTH in Sweden with other property curricula which are
offered by the University of Reading in UK, the Wisconsin University in USA and
University of Western Sydney in Australia. They concluded that:

39. 26
“The core of real estate is about the same around the world with emphasis on
topics like investment, property management and development.” They also noted
that “The local culture and the kind of department that offers the programme have
a distinct impact on the course content.”
Stakeholders in real estate do not agree on the structure and contents of real estate curricula
(Weeks & Finch, 2003). Poon (2013); is of the view the theory practice gap in real estate
can be bridged through an inclusive curricula design and delivery process (engaging
academics, practitioners and students). The engagement of practitioners in curricula
delivery can be done by creating opportunities for guest lectureship or facilitation of field
trips, offering student internships and become student mentors (ibid , 2013). Poon (2013)
and Poon et al (2011); did research studies on the views of graduates, real estate
employers, human resources managers of real estate firms and course directors of RICS
accredited real estate courses in the UK to establish if real estate courses have equipped
graduates with knowledge and skills relevant in industry. They noted that stakeholders
have varied views with a clear gap between what the employers expect of graduates and
what students feel they attained during their education (Poon, 2013; Poon et al 2011).
Weeks and Finch (2003); also did a survey of real estate curricula offered by the
Association to Advance Collegiate Schools of Business (AACSB) accredited institutions in
USA and concluded that real estate practitioners and academics have divergent views and
opinions on the contents of real estate curricula. According to Poon et al (2011); real estate
education institutions must strive to meet the needs of employers of their graduates in their
curricula since they prepare students for the benefit of employers.
Kaoulizos (2006); also did a study to establish the views of real estate students, academics
and practitioners on how real estate curricula must be structured and delivered in the five
states of Australia (West Australia, South Australia, Victoria, New South Wales and
Queensland). He concluded that stakeholders agreed that:
The design of real estate curricula must be comprehensive and inclusive of
students, academics and practitioners,
Real estate curricula must integrate concepts from a variety of areas,
Real estate curricula must be problem based using real life property issues and
case studies as the basis for learning,

40. 27
Real estate curricula is supposed to be industry centred rather than student
centred,
Mentoring, field trips and work related learning must be part of all real estate
programmes,
Assessment of students must be based on examinations, individual written
assignments and group assignments but the emphasis on each component varied
with examinations given the greater emphasis followed by individual written
assignments,
Assessment of real estate students also need to incorporate real life case studies
and an independent research paper done by each student.
Schulte et al (2005) and Yu (2001) as well as Black and Carn (1998); agreed that real
estate education must cover the global context. According to Schulte et al (2005);
estate education need to convey the knowledge required for the international property
argument:
“Institutional investors can no longer afford to restrict their investments to their
home country, banks are forced to provide property financing on an international
level to follow the expanding business of their clients,
Leading developers have long ago set the trend towards global engagement, real
estate consultancies and brokers merge across national borders and continents,
Bundling international know-how and experience in growing entities therefore as a
consequence the understanding of the expertise in international valuation methods
is gaining importance.”
Because of the above reasons Schulte et al (2005); advocated for the internationalisation of
real estate education. Internationalisation of real property curricula can be done through
exchange programmes between universities, inclusion of international courses in real estate
programmes, international field trips and the use of international guest lecturers (ibid,
2005).
Jay (2011:17); did a brief survey of RICS accredited causes which are offered
internationally and he concluded that names and focus of RICS accredited programmes
differ. Names of RICS accredited real estate programmes ranges from Bachelor of Science

41. 28
Honours degree, Bachelor of Business Management Honours degree, Bachelor of Arts
degree, Bachelor of Applied Science degree, Bachelor of property and real estate degree
and Bachelor of Law degree to name but just a few. This is an indication that even RICS
accredited universities do not agree on a standard name of real estate programmes. In light
of the current status quo of real estate curricula internationally one can be justified to ask a
question that how is the undergraduate real estate curricula standardisation situation in
Zimbabwe, is the situation different or it is a microcosm of the current state of real estate
curricula at global level?
2.3. AN OVERVIEW OF REAL PROPERTY EDUCATION IN AFRICA
A number of studies were done on real estate curricula in Africa (Kampamba et al, 2015;
Serfontein, 2014; Chikafalimani, 2010; Jay, 2011; Chikafalimani et al, 2012; Mooya,
2007; Groenendijk et al, 2013) to name just a few. This section summarises the findings of
the previous studies on the subject under study in the African context.
Kampamba et al (2015)
They compared real estate curricula in Botswana locally and with similar curricula offered
internationally. They noted that undergraduate real estate education programmes which are
offered in Botswana and internationally are heterogeneous. Kampamba et al (2015);
established that 94% of real estate degree programmes offered by thirteen universities
diverge and only 6% of the curricula were similar. Sixty-one percent (61%) of the two
local real property curricula in Botswana were dissimilar while only 39% of the local real
property curricula were homogeneous. They attributed these differences to local industry
needs, varied land tenure systems and the backgrounds of real estate study leaders (ibid,
2015).
Serfontein (2014)
Her study compared real estate curricula in Africa. She established that real estate is
offered by a number of African countries, but not all of them offer real estate at university
level. It was noted in her study that there exist curricula similarities and difference between
existing real estate programmes which are offered in Africa ranging from National diploma
level to
very well and there is room for partnerships between educational institutions (ibid, 2014).

42. 29
Table 2 below is a summary of course content of real estate programmes which are offered
in Africa based on the findings of Serfontein (2014).
Table 2: Real estate curriculum content in Africa
Module Comment
Economics In average African universities offer
this module at first year level
Property Law In average this module is offered at
third year level by African
Universities.
Property Valuations In average the module is offered at
third year level by universities in
Africa.
Building and construction In average the module is offered at
third year level by Universities in
Africa.
Case law and law on property In average the module is offered at
second year level by real estate
schools in Africa.
Finance and investment In average the module is offered at
third year level by universities
offering real estate in Africa.
Property marketing In average the module is offered at
first year level by African real estate
institutions.
Property development In average the module is offered at
first year level by real estate schools
in Africa.
Town planning In average the module is offered at
first year level by universities offering
real estate.
Feasibility studies This module is not offered by
universities in many African
countries, in South Africa only offers
it at Masters level

43. 30
Property management In average the module is offered at
first year level in African universities
offering real estate.
Arbitration and Mediation In average the module is offered at
fourth year level by real estate
schools in Africa.
Source: Serfontein (2014:94ff)
Chikafalimani (2010), Chikafalimani et al (2012) and Chikafalimani (2013)
Chikafalimani have been instrumental in efforts to establish a common body of knowledge
for real estate in South Africa. In his doctoral thesis in 2010 he compared Masters real
estate programmes in South Africa with those offered internationally and investigated the
views of industry on Masters Property curricula which are offered in South Africa. He also
presented a paper with Thwala and Cloete in 2012 on the same subject and in 2013 he
published an article in an academic journal on the same subject as well. The findings of
Chikafalimani (2010); Chikafalimani et al (2012) and Chikafalimani (2013); are
summarised below. It was noted that:
Real estate curricula at Master’s Degree level covers different subjects although
there are similarities in some course offerings,
Professional considers Masters real estate curricula to be important for the
property industry as they rated all real estate topics as important,
Real estate professionals in South Africa are in favour of the interdisciplinary
approach to the study of real estate,
Results from topic rankings revealed that real estate professionals consider
property finance as the most important topic.
Jay (2011)
He did is study to seek the views of property professionals in South Africa on the skills and
knowledge they require from graduates. Jay (2011) used the case of an undergraduate real
estate programme offered by the University of Witwatersrand and he concluded that:
Professionals are of the view that the curriculum of undergraduate property studies
at the University of Witwatersrand does not currently address the knowledge
requirements of industry,

44. 31
Property graduates from Witwatersrand lack practical skills when entering the
work environment,
The real estate curriculum at Witwatersrand was mainly focused on construction
subjects while industry require more of finance related subjects like property
finance, property investment, asset management and property portfolio
management,
Industry regard internship as important as they believe that internships
programmes integrate knowledge learned at university with practical skills
required in the work environment.
Mooya (2007)
He did a brief comparison of real estate curricula offered by University of Kwa-Zulu Natal,
University of the Witwatersrand and University of Cape Town with similar real estate
curricula offered by the University of Reading. He noted variations in existing real estate
programmes which are offered in South Africa which is an indication of lack of national
consensus on the real estate body of knowledge (Mooya, 2007:15). When compared with
similar real estate curricula offered at the University of Reading, South African
programmes proved to be dominated by survey related courses while the Reading curricula
shows a dominance of finance courses.
Groenendijk et al (2013:1)
degree level in Kenya, Ethiopia, Tanzania, Uganda and Rwanda. They concluded that
curriculum content of land administration programmes offered in East Africa are similar in
nature and they are broad in coverage with all programmes offered on full time basis. They
however noted some differences in the duration of study. Standardisation of real estate
curricula was attributed to the role played by KTH University of Sweden in assisting local
universities of these East African countries during curricula design as well as by training
lecturers and academics.
Ezema, Oluwatayo, Adewale and Aderonmu (2014)
They compared real estate curricula of three universities (University of Lagos, Obafemi
Awolowo University and Federal University of Technology, Akure) in Nigeria. They noted

45. 32
the existence of real estate education in Nigeria for over fifty years. Though real estate was
introduced to prepare graduates for RICS accreditation in the UK, currently real estate
education in Nigeria has been totally indigenised (ibid, 2014). They also noted that real
estate education in Nigeria is standardised due to the fact that there are prerequisite courses
which a real estate programme must cover for it (the real estate programme) to be
accredited by the National Universities Commission. Courses which all real estate
programmes in Nigeria must cover include introduction to estate management, introduction
to valuation, principles of town and country planning, taxation and rating, principles of
valuation, land and resources, applied town planning, arbitration and awards, property
management, advanced valuation, feasibility and viability appraisals, estate and
development finance, project dissertation, economics, professional practice, general
mathematics, architectural graphics and principles of economics. Ezema et al (2014)
however noted differences in course units. They also pointed out that various stakeholders
noted the theory practice gap in real estate in Nigeria and called for realignment the
Nigerian real estate curricula which the ever changing needs of the property industry.
2.4. HIGHER AND TERTIARY EDUCATION LANDSCAPE IN ZIMBABWE
Exhibit 4 is a summary of the higher education landscape in Zimbabwe (Kotecha and
Perold, 2010).
Exhibit 4: The higher education landscape in Zimbabwe
The sizes of higher and tertiary education institutions in Zimbabwe vary considerably in terms of
the variety of academic programmes they offer and their student numbers, and in terms of
infrastructure and physical plant. Some are operating from rented or borrowed premises, others
from half-built campuses, while the University of Zimbabwe operates from a fully developed, but
rapidly ageing and deteriorating campus. The institutions are generally at different stages of
development, with the University of Zimbabwe being the only one that can be described as having
reached full maturity status. While the higher education landscape reflects a deliberate attempt on
the part of Government to establish a niche to focus on each of the newer universities, this
strategy has unravelled in recent years with institutions engaging in concerted efforts to increase
student enrolment by offering curricula across a range of disciplines in order to raise the funds
necessary for cost-
universities have had a strong focus on teaching and learning (approximately 57% concentration),

46. 33
with research (approximately 28% concentration) and community service (approximately 15%).
Source: Kotecha & Perold (2010:34).
Although the above results were found about five years ago nothing has changed much.
The most probable cause of this stagnant growth was noted by Chetsanga (2010); that
economic challenges have affected educational development negatively especially in
physical development. The Government of Zimbabwe aims to establish at least a university
and a polytechnic college in each of the ten administrative provinces of the nation
(Kurasha and Chabaya, 2013; UNESCO, 2006). Figure 3 below shows the ten provinces of
Zimbabwe and the population of each province expressed as a percentage of the total
national population as at 2012.
Figure 4: The administrative provinces of Zimbabwe. Source: Zimbabwe National
Statistics Agency (2012:9).
As shown in Figure 4, Zimbabwe is divided into ten administrative provinces which are;
Harare Metropolitan province, Bulawayo Metropolitan province, Matabeleland North
province, Matabeleland South province, Masvingo province, Midlands province,
Manicaland province, Mashonaland East province, Mashonaland West province and
Mashonaland Central province. Tables 3 and 4 summarises the total number of universities

47. 34
and polytechnic colleges respectively which are found in each of the ten provinces of
Zimbabwe.
Table 3: List of Universities in Zimbabwe
Province University Date established Ownership & website
Harare
Metroplolitan
University of
Zimbabwe (UZ)
1957 -State owned.
-Website: http://www.uz.ac.zw/
Harare Institute of
Technology (HIT)
2005 -State owned
-Website: http://www.hit.ac.zw/
Zimbabwe Open
University (ZOU)
1999 -State owned.
-Website:
http://www.zou.ac.zw/
Catholic
University (CUT)
1998 -Website:
http://www.cuz.ac.zw/
University in
Africa (WUA)
2004 -Privately owned.
-Website:
http://www.wua.ac.zw/
Bulawayo
Metropolitan
National
University of
Science and
Technology
(NUST)
1991 -State owned.
-Website: http://www.nust.ac.zw/
Solusi University
(SU)
1994 -Private owned.
-Website: http://solusi.ac.zw/
Mashonaland
Central
Bindura
University of
Science Education
(BUSE)
2000 -State owned.
-Website:
http://www.buse.ac.zw/index.php/faculty
Zimbabwe
Ezekiel Guti
University
(ZEGU)
2012 -Private owned
-Website:
http://www.zegu.ac.zw/index.php
Masvingo Great Zimbabwe
University (GZU)
2000 -State owned
-Website: http://www.gzu.ac.zw/
Reformed 2012 -Private owned

48. 35
Churches
University (RCU)
-Website: http://www.rcu.ac.zw/
Midlands Midlands State
University (MSU)
1999 -State owned.
-Website: http://www.msu.ac.zw/
Mashonaland
West
Chinhoyi
University of
Technology
(CUT)
2001 -State owned.
-Website: http://www.cut.ac.zw/home/
Manicaland Africa University
(AU)
1992 -Privately owned
-Website:
http://www.africau.edu/history.html
Matabeleland
North
Lupane State
University (LSU)
2005 -State owned.
-Website:
https://www.lsu.ac.zw/index.php/en/
Matabeleland
South
Gwanda State
University (GSU)
2014 -State owned
-Still operating as a college of NUST
- No Website as at 15/08/2015
Source: (Kotecha and Perold, 2010:33; MHTESTD, 2015b)
As shown in Table 3 above there are a total of sixteen universities in Zimbabwe. Of the
sixteen, two are in Masvingo province, two in Mashonaland Central province, five in
Harare province, two in Bulawayo province, one in Midlands province, one in
Matabeleland North province, one in Matabeleland South province, one in Mashonaland
West province, one in Manicaland province and there is no university in Mashonaland
East. The Zimbabwe Open University (ZOU) is the only university offering distance
education nationwide. According to Maodza (2012); Plans are at an advanced stage to
establish state universities in Manicaland province (Manicaland University of Applied
Science) and in Mashonaland East province (Marondera University of Applied Science).
Even though universities are found in most of the provinces of Zimbabwe, real estate is
only taught in Harare and Bulawayo. The University of Zimbabwe is in Harare
Metropolitan Province and the National University of Science and Technology is in
Bulawayo Metropolitan Province. Lupane State University which has also introduced real
estate recently is still in Bulawayo even though it is supposed to relocate to Matebeleland
North when adequate infrastructure is in place.

49. 36
Apart from universities, polytechnics also offer technical training at various levels of study
which ranges from National certificate (NC), National diploma (ND), and Higher national
diploma (HND), (UNESCO, 2006). Table 4 below shows the details of polytechnic
colleges in Zimbabwe.
Table 4: List of polytechnic colleges in Zimbabwe
Province College Date established Website
Midlands Gweru
Polytechnic
No information was available
aa at 20/12/2015
http://gwerupoly.ac.z
w/
Kwekwe
Polytechnic
No information was available
as at 20/12/2015
No website as at
20/12/2015
Bulawayo
Metropolitan
Bulawayo
Polytechnic
1927 http://www.bulawayo
poly.ac.zw/about.html
Harare
Metropolitan
Harare
Polytechnic
1919 http://www.hrepoly.ac
.zw/courses.html
Mashonaland
East
Kushinga
Phikelela
Polytechnic
No information was available
as at 20/12/2015
No website as at
15/08/2015
Masvingo Masvingo
Polytechnic
No information was available
as at 20/12/2015
http://www.maspoly.a
c.zw/
Manicaland Mutare
Polytechnic
1984 http://www.mutarepol
ytechnic.ac.zw/aboutu
s
Matabeleland
South
Joshua Mqabukho
Nkomo
Polytechnic
1981 No website as at
15/08/2015
Source: (MHTESTD, 2015b)
As shown in Table 4 above there are eight Polytechnic Colleges in Zimbabwe of which
one is in Bulawayo Metropolitan province, two are in Midlands province, one is in Harare
Metropolitan province, one in Mashonaland East province, one is in Masvingo province,
one is in Manicaland province, one is in Matabeleland South province. Three of the
administrative provinces of Zimbabwe do not have a Polytechnic College and these are
Mashonaland Central, Mashonaland West and Matebeleland North. Only two Polytechnic
Colleges (Harare Polytechnic & Bulawayo Polytechnic) offer real estate and these two are

50. 37
located in Harare Metropolitan province and Bulawayo Metropolitan province
respectively. This means that if one wishes to study real estate in Zimbabwe he/she is
forced to travel either to Harare or Bulawayo.
2.5. CONTEMPORARY CONTEXT
This section reviews the current state of higher and tertiary education in Zimbabwe with an
emphasis on real estate curricula.
2.5.1. Which real estate education paradigms is followed in Zimbabwe?
According to Schulte (2003); the origins of real estate vary from one region to the other.
As stated in Chapter 1 there are three main real estate philosophies which influences
modern day real estate education internationally are the UK philosophy, the USA
philosophy and a combination of the UK & USA philosophies (Boyd et al, 2013:06;
Chikafalimani, 2010:27; Dasso & Woodward, 1980:405; Jay, 2011:2; Schulte et al 2005:1;
Yu 2001:79).
important role in deciding the aims of education, teaching con
this case if Zimbabwe is following the survey approach then real estate will be housed
under the faculty of engineering or built environment and if it is following the investment
and finance philosophy then its real estate programmes will be housed under the faculty of
business studies or commerce. The engineering/surveying approach focuses on survey
related courses, mainly valuation, economics, building construction and planning (Yu,
2001:81). On the other hand under the financial approach the programmes will be housed
under the school of business administration and majors in business courses like investment,
accounting, and management (ibid, 2001). However according to Jay (2011:2);
or department where a property programme is housed is therefore perhaps not as important
as the curriculum that is offered by that programme, although the curriculum offered may
for example a programme may be housed under an engineering department but offers a
course with much emphasis on the investment approach (ibid, 2011).
2.5.2. Quality assurance in real estate education
for students and funding among
institutions of higher learning (Newell & Acheampong, 2002). This has called for quality
as a way of remaining relevant in the ever dynamic global market. As a result universities

51. 38
and colleges strive to meet international quality standards set by quality assurance
institutions which are operating in different countries worldwide (Garwe, 2014b). In real
estate quality assurance is done at national and international accreditation levels. At
national level there are institutions with the mandate of ensuring that universities are
offering courses which meet quality standards (Chikafalimani, 2010). Hemphill et al
(2014:5); noted that governments are responding to international pressure to regulate the
valuation profession by reviewing the training environment and compliance with
international standards. In Zimbabwe it is the mandate of ZIMCHE to accredit all
university curricula
provided by institutions of higher education and to act as a regulator in the determination
and maintenance of standards of teaching, examinations, academic qualifications and
research in institutions of higher education (ZIMCHE, 2015). Accreditation for other
institutions of higher learning other than universities is done by the Ministry of Higher and
Quality Assurance Division (MHTESTD, 2015a). At international level accreditation of
courses and practitioners is done by international institutions chief among them is the
RICS (Chikafalimani, 2010; Schulte, 2002).
2.5.3. RICS accredited real estate curricula
With globalisation, most universities are competing for recognition and one criterion for
gaining a competitive advantage is through accreditation by international institutions like
education institutions that deliver RICS accredited courses. This represents the coming
together of a university and RICS to establish common goals and then to work together to
One of the criteria used by RICS when considering
courses for accreditation include the five quality principles: student selection, research and
innovation, teaching quality, curriculum, and graduate output (RICS, 2012). Where
partnership exists between RICS and universities, quantifiable and measurable standards
are set as a yardstick to measure if the five principles are met (ibid, 2012). In Zimbabwe as
noted earlier all real estate courses are yet to be accredited by RICS so this research will
seek to establish if existing courses are comparable to similar programmes which meet
these five principles in Africa.

52. 39
2.6. BENCHMARKING HIGHER EDUCATION CURRICULA
After designing a curriculum it is of great importance for the university or college to make
sure that the programme which it offers is of comparable standards locally and
internationally. Benchmarking is part of quality assurance and it must be done regularly to
make sure that the programme remains relevant to industry and other stakeholders.
According to Magutu et al (2011:2);
standards of learning might be directed towards: the intended outcomes; what the learners
will be expected to know and be that the need for
comparing local real estate programmes locally and with similar programmes
internationally is to establish if local programmes meet international standards. Ways of
benchmarking are summarised in Figure 5 below.
Figure 5: The benchmarking process in higher education. Source: adapted and
modified from Magutu et al (2011:16).
2.7. HIGHER AND TERTIARY EDUCATION AND FORMAL REAL ESTATE
TRAINING IN ZIMBABWE
This section reviews literature on higher and tertiary education in Zimbabwe with special
emphasis on real estate curricula.
2.7.1. Higher and tertiary education curricula development in Zimbabwe
In Zimbabwe curricula development for institutions of higher learning is done mainly by
individual universities and the Ministry of Higher and Tertiary Education, Science and
Technology Development (MHTESTD). Universities develop their own curricula and

53. 40
administer their own examinations but they are guided by MHTESTD in line with the
national plans (UNESCO, 2006). Curriculums for technical and vocational colleges are
developed by MHTESTD curriculum unit (now known as the Standard Development and
Quality assurance Division) and their examinations are administered by the examination
unit known as the Higher Education Examination Council (ibid, 2006). Since curriculum
for technical colleges are developed by MHTESTD chances are that Polytechnics in
Zimbabwe use one course outline and in this case chances are that Bulawayo Polytechnic
and Harare Polytechnic are using one syllabus for real estate studies.
2.7.2. Formal real estate education in Zimbabwe
Prior to 2010 training in real property was offered as vocational and professional
qualification by polytechnic colleges and professional organisations. Currently the highest
level of real estate qualification in Zimbabwe is an Honours degree which is offered by
three universities. Other qualifications range from National certificates to National diploma
which are offered by professional and technical colleges. Juru (2015); noted that it is high
time that the existing real estate training curricula and registration process of professionals
in Zimbabwe be revised to meet international best practice. He is of the view that
Zimbabwe must adopt the assessment of professions criteria which is currently used by
RICS for accreditation of members.
There are a number of lessons which Zimbabwe might learn from South Africa in
developing real estate education. Approximately two decades ago, South Africa was
almost at the stage where Zimbabwe is today but it managed to achieve a lot to-date.
According to Cloete (2002:375); the first diploma in real estate to be offered at academic
institutions of higher learning in South Africa was introduced at Technicon SA in 1993 and
a pioneer first degree was offered in 1997. South Africa managed to develop real estate
education in both the number of institutions offering real estate and the levels of education.
Real estate is now offered from certificate level up to postgraduate level by a number of
institutions in South Africa (Boshoff, 2013; Mooya, 2007). These achievements may be
attributed to research which lead to the development of local literature as well as synergies
between real property stakeholders. This notion is supported by The National Property
Education Committee (2004:v) which noted that:
“After investigation of the various present and future needs of the property industry
and the existing courses which were being offered, it was recommended that course