Botswana, an African country, is characterized by linguistic and religious diversity. To this end, the paper
assesses the extent to which the school curriculum accommodates and reflects the country’s linguistic
and religious diversity. The paper argues that whilst Botswana’s Vision 2016 calls on the education system
to accommodate linguistic diversity, the curriculum does not do so. Through the pursuit of a linguistic
assimilation policy, the education system promotes and recognizes only one local language (Setswana),
leaving other local languages out of the curriculum. In contrast, the curriculum houses a multi-faith religious
education. This brand of religious education is an attempt to accommodate the religious diversity that exists
in Botswana. Previously, schools had a mono-faith religious education syllabus. The multi-faith syllabus is
considered to be a meaningful way of enabling learners to appreciate religious diversity.