Throughout the world, different countries are trying to create closer synergies between the needs and purposes of their education training systems, the local and regional labour markets, and their national economies. This is largely a result of an international consensus which, though contested, argues that people and organisations need to embrace new skills and knowledge at regular periods in order to meet the challenges of a much more dynamic and unstable economic climate (Unwin, 2003). Such developments ask important questions of national education systems in terms of curriculum content, teaching and learning processes, skills acquisition and expertise of educational professionals. In an environment where there is lack of a systematic and accurate examination of employment outcomes of vocational training graduates such as is the case in Botswana, it is difficult to establish any synergy between the economy and labour markets. In such cases, tracer studies could be used as a means of maintaining curriculum relevance and providing targeted benefits to graduates to enhance marketability of vocational programs. This study provides adequate knowledge on employment outcomes of vocational training graduates and aims to assist in formulating policy towards combating some of social problems such as unemployment.