The book was co-edited by Brian Spooner, Professor of Anthropology at the University of Pennsylvania.

Language policy in Central Asia, Afghanistan and the immediately surrounding neighboring countries has a long and varied history. The Iranian revolution of 1978, the collapse of the Soviet Union in 1991, and the ongoing conflict in Afghanistan since 2001 have left the area in a state of flux. This volume gives a better picture about what is official and explicit, what is not official but implicit or general practice, and what the likely future developments might be. It is very clear that multilingualism, whether it involves Persian, Russian or English in addition to other languages, not only has long been a part of the scene, but will probably continue to be so.

* I would like to express my gratitude to Dr. Eva Chen for her comments on the early version of this paper. Introduction Some countries in the Asia-Pacific region have launched ‘free education’ policies for early childhood education ( ece ). It is interesting to note how different places in

In: International Journal of Chinese Education
It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.