Frequently Asked Questions

Department of Human Resource Development Planning (HRDP) - Student Planning and Welfare Services

Workplace learning means structured skills training and development strategies that are provided at the workplace. These may include but not limited to; apprenticeship, learnership, traineeship and internship.

  • Relevant skills are developed and aligned to the world of work and workplace mandate
  • Reimbursable training costs incurred from the training intervention through the Human Resource Development Fund (HRDF)
  • A motivated workforce
  • To support and promote the acquisition of relevant skills at workplaces
  • To align skills and competencies to the Skills Training Plan as informed by the National and Sector Human Resource Development Plans
  • Promote and encourage Research and Innovation initiatives geared towards achieving the National Human Resource Development Strategy
  • Work skills training plans describe the organizations training and skills development strategy that will help it to meet its overall objectives and targets.
  • Useful strategy for achieving professional growth.
  • Support and promote acquisition of relevant skills at workplaces.
  • Coordinate and direct the implementation of skills development interventions.
  • Supports training opportunities in the workplace for employees to acquire the essential skills to do their jobs competently, safely and productively.
  • Acts as a continuous improvement tool for feedback and assessment activities.

Preapproval requests are made for training of non-citizen employees and for any training that is to be outsourced from neighbouring countries. The requirements are as follows:

  • Letter of justification for approval of the proposed training.
  • Provide evidence of Training Providers accreditation status
  • List of learners undertaking proposed training and copies of their certified identity documents (Omang for citizens and passports for non-citizens)
  • Cost breakdown of the training costs

They are to be submitted to the Workplace Learning Unit in HRDC at the beginning of the financial year. They cover training activities over the planned period.

These are reports on the training interventions undertaken by a Workplace over one planned period or one financial year. These reports are submitted at the end of the financial year to the Workplace Learning Unit, HRDC.

Training institutions at different levels of education, ranging from pre-primary to tertiary and life-long learning. The services are usually offered by Career Guidance Educators and Councillors or Student Affairs Practitioners.

This unit is one of the three units in the Department of Human Resource Development Planning (HRDP) Supply. There is detailed model of student affairs and welfare service and a wide range of co-curricular services which universities have established to complement the learning experience in the classroom.

Co-curricular services are activities that aim to develop the student’s physical, moral, mental, social, and emotional wellbeing and strive to develop the learner’s entire personality to enable them to excel in their academic endeavours.

Student Support services (SSS) facilitates and enable transition from one educational level to another.  Such services include; psychological support, Living and Learning Communities (LCC), disability support, diversity, specialized learning support, financial support, admissions, cultural activities, student leadership and organisation as well as parent education. Its functions include to:

  • Promote an enabling learning environment.
  • Promote services that enables students ‘well-being.
  • Promote Financial education
  • Promote equitable and non-sexist/ racial learning and living environment.
  • Provides career guidance and counselling
  • Assist students during admission and advices on courses, elective and optional selections
  • Lead in internationalisation and student exchange programmes
  • Promote Culture and language transfer through various events and individual and group interactions.
  • Enhance student leadership, advisory and supporting student led organisations.
  • Promotes and assist in job placements within campus and identify opportunities for employment.

The Academic Support Function concerns itself with coaching (Guidance and Counselling), academic advising, tutoring, mentoring, new student’s orientation, assessment and research for the purposes of the student retention and academic excellence. Its functions are to:

  • Assist students in developing educational plans that are consistent with their life goals.
  • Provide student with accurate information about academic progression in accordance with student’s carrier needs.
  • Assist students in understanding academic policies and procedures.
  • Increase student retention by providing personal contact with students who sometimes need support them to settle in institution.
  • Assist students to develop study skills that facilitates academic success.
  • Assist students to access campus resources that will enhance their academic success.
  • Identify institutional and personal conditions that may impede student academic achievements as well as developing appropriate interventions to address the latter.

Provides public health education to individuals and groups on campus and lead HIV & AIDS awareness campaigns. It predominantly focuses on the promotion of healthy lifestyles, prevention of diseases and social ills, through behaviour change interventions, rehabilitation, counselling and referral to appropriate service providers if need be. The overall aim is to enhance the quality of life.

  • Promote the health and well-being of students.
  • Provide health education and prevention programmes.
  • Offer effective primary health care services on campus.
  • Offer curative and rehabilitative services.
  • Provide counselling guidance services.

Human Resource Development Planning (HRDP) – Demand

These plans seek to address the misalignment between the supply of graduates and the demand for skills from the labour market. Lack of requisite skills to meet job requirements of employers has been identified as one of the major reasons attributed to graduate unemployment.

The approach is a divergence from the Manpower Planning Approach which is used to be undertaken by the Ministry of Finance and Development Planning until 1987.

The HRD plans are aimed at addressing the misalignment between the supply of graduates and the demand for skills from the labour market. They bring together the leadership from various jurisdictions to form a single nexus in planning and designing collaborative actions around human resource development.

  • Oversee the production and periodic review of sector specific HRD plans that will ensure a direct linkage between the education and skills that are being developed and the needs of the economy;
  • Provide a forum for constant dialogue and consensus building among stakeholders in the sector on all matters relating to HRD;
  • Provide advice on the HRDC on the emerging economic trends and relevant education and training and skills needs of the sectors;
  • Provide advice on appropriate measures to deal with any mismatch between demand and supply of human resource in the sectors;
  • Identify planned major projects that require human resource impact assessment studies and make recommendations for their formulations and execution;
  • Provide a sounding board for the sector to advice the HRDC to discus, review and validate national and sector HRD plans;
  • Ensure a linkage with the strategies of Government by ensuring interaction with Economic Diversification Drive (EDD), hubs and others;
  • Ensure linkages with other sectors to deal with cross sector occupations and skills that fall outside the scope of a specific sector and which needs to be incorporated in the National Human Resource Plan;
  • Embed a commitment from employers within the sector to invest in the training of their employees and in the development of education and training; to provide internships and to advice on the optimal use of the Department of Tertiary Education Financing (DTEF) and the Human Resource Development Fund.

The composition of the HRD Sector committee ensures that the sector is comprehensively represented with a mix of individuals that in composite demonstrate a combination of qualifications, experience and relevant positions of leadership and authority.

The membership is drawn is drawn from the broad constituencies;

  • Business and employers;
  • Government;
  • Employees and Labour Unions;
  • Advisory, Steering, support and Regulatory Agencies
  • Education and skills Training and Development specialists and Institutions
  • Professional, Employer and Employee Associations
  • Civil Society

The HRDC has so far established HRD committees namely;

  1. Mining, Minerals, Energy and Water Resources Sector
  2. Tourism Sector
  3. Creative Industries Sector
  4. Agriculture Sector
  5. Health Sector
  6. Information Communication and Technology Sector
  7. Finance and Business Services Sector
  8. Transport & Logistics
  9. Research, Innovation Science & Technology
  10. Manufacturing
  11. Public Service
  12. Education and Training

Department of Statistics, Research, Development and Innovation

  • HRDC Grant Project initiated in 2013 and ideally to be conducted on bi-annual basis, open to Tertiary Education Institutions (TEIs) and other stakeholders
  • Sponsorship to individuals in based on the value-addition of their proposal.
  • HRDC has noted the misconception that research in Botswana was conducted for publication in journals
  • HRDC partnered with Development Research Uptake in Sub-Saharan Africa (DRUSSA) – University of Botswana (UB) to organise a conference on the uptake and utilization of research outputs
  • HRDC envisages to promote applied research through its current Grant Project scheme.
  • Consistent appraisal of TEIs on the HRDC research activities
  • TEIs also share their institutional research progress with HRDC
  • Policies in place for data collection from TEIs with emphasis on quality statistics
  • TEIs Research Lead Persons forum created.
  • Conducted capacity building workshops for Tertiary Education Institutions
  • Grant Project initiated in 2013
  • Promotion of industry-linked research through 2016/17 Grant Project
  • Participated at both local and international conferences and seminars
  • Advance the goals of the Research & Innovation Strategy.
  • Low Research & Innovation Expenditure
  • Human resource capacity for research is low.
  • Quality of research output is low and no formal QA system that exists.
  • Innovation and IP among the lowest in Botswana.
  • Knowledge transfer opportunities low due to weak university-industry links.

Department of Funding

The Human Resource Development Fund (HRDF) is a training fund that has been established for skills development in the country. It is operated through a levy grant system where companies pay a levy into the Fund and are reimbursed costs that they incurred for training their employees.

Training should be accredited with Botswana Qualifications Authorities (BQA) or with a similar regulatory body in the country of origin if the Training is outsourced outside Botswana. It is important to note that the levy payer should ensure that both the programme and trainer are accredited.

A training levy is a levy based on an employer’s turnover. An employer is any person registered or liable to be registered under the Value Added Tax (VAT) Act.

Any company that accumulates an annual turnover of over the current VAT threshold must pay the training levy.

Turnover Payable Levy Payable
Less than P1,000,000.00 No Levy
P1,000,000.00 to 2 billion 0.2%
Excess of 2 billion 0.05%
Oil industry Oil industry 0.05% on regulated petroleum products

N.B: Quick shop sales will attract 0.2% rate for oil industry companies.

  • Every P1.00 paid as levy up to a maximum of P1,000.00 shall generate a grant of P7.50;
  • Every P1.00 paid as levy in excess of P1,000.00 but below P5,000.00 shall generate a grant of P3.75;
  • Every P1.00 paid as levy in excess of P5,000.00 shall generate a grant of P2.00;

Department of Human Resource Development Planning (HRDP) - Supply Institutional Planning

Institutional Planning (IP) is a strategy that is employed to ensure that Tertiary Education sub-sector is systematically positioned to respond to the Human Resource Development needs of Botswana’s economy. That is ensuring that the output of the Tertiary Education institutions matches the priorities of the economy needs, not just learner’s preferences.

  • To formulate a sector level institutional planning framework and guidelines that links individual institutional plans to the NHRD Plan and ensure a seamless integration between strategic and business planning.
  • To coordinate development of an integrated and coherent tertiary education system that balances the need for delivery, differentiation, accessibility and quality.
  • To support Tertiary Education Institutions (TEIs), monitor and evaluate efficiency of their programmes.
  • To assist TEIs to ensure that their output is as relevant as possible to industry specific training, through internationally recognized qualifications and related skills.
  • Achievement of linkage between the demand and supply of national human resource
  • Ensures that Tertiary Education Institutions assess their relevance from time to time
  • Communicates to the stakeholders (students inclusive) the direction that a Tertiary Education Institution is taking in addressing the HRD needs of the economy/community
  • Facilitates attraction of partnerships with an institution – industry and international partners inclusive
  • Gives a guide on the resources needs for an institution to achieve the targeted human resource development
  • It informs development partners on the priorities, set at institutional level, to address the human resource development needs of the economy.
  • Directs monitoring and evaluating the level of achievement of an institution against targets set for contributing to the human resource development. That is, it sets the basis for assessment of an institution