Literacy is the foundation of educational attainment and quality of life. Botswana has been experiencing a
decline in educational standards in recent years. However, this has been the case in some rural areas since
independence. This paper is a review of research on literacy in Botswana with a view to: find out the
theoretical frameworks underpinning the studies; if research has diagnosed the issues facing literacy
education and provided solutions; whether research has informed action in closing the achievement gap
between rural and urban education; and how research can best inform theory and practice to enhance literacy
education. Findings indicate lack of theoretical frameworks guiding the research on literacy; problems have
been identified with possible solutions. The achievement disparities have been minimally studied. The
paper calls for a clear future research agenda on language and literacy, with a focus on policy-practice
connections, curriculum, pedagogy, and equity to improve quality of life of citizens.

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