In spite of its overall economic success, most citizens living in the remote areas of Botswana face poverty and are unemployed. The article argues that minority communities in remote areas are excluded because education programs use unfamiliar languages and de-contextualized curricula, there is no national qualifications framework to sufficiently recognize the prior learning experiences of minorities, and there is no state partnership with nongovernmental organizations in the delivery of education. Consequently, it suggests that the Government needs to deliver inclusive lifelong learning, endorse multiculturalism, create clear learning and qualification pathways, and collaborate with nongovernmental organizations in the delivery of minority education in Botswana.