**5.1 The challenge of low student enrolment**

One of the major challenges facing some geomatics and other related departments is low student enrolment. It has been a global issue (Mills et al., 2004; Hannah et al., 2009) and even affects schools in the United Stated (Mohamed et al., 2011) where geospatial market is rapidly expanding (Gewin, 2004). Bennett et al. (2009) in their study on spatial science education in Australia referred to the phenomenon as a "paradox"; there is a steady increase in demand for graduates but no increase in student enrolment. The same trend has been observed in the UK and New Zealand (Hannah et al., 2009), Sub-Saharan Africa (Ruther, 2003) and Saudi Arabia (Aina, 2009). Some of the reasons for low student intake are lack of awareness, weak financial support, misconception that only training is needed not education and being a relatively new field (Mills et al., 2004; AlGarni, 2005; Aina, 2009).

The problem of low student intake is compounded by the fact that geospatial technologies are evolving and schools have to grapple with developing effective method of teaching an ever changing field. In addition, the curriculum has to be designed in a way that will inculcate self-learning in the students to prepare them for self-directed continuous learning after graduation. So, the challenge is not only about student enrolment but also presenting a fulfilling learning experience to the students. Apart from raising public awareness of geomatics, changing the teaching and learning method could help in attracting and retaining students by enhancing their learning experience. There is a "need to identify new paradigms as a basis for developing more resilient and responsive educational programs" (Barnes, 2009).
