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In my country, assimilation policies are a barrier to access to education by many childiren from unrecognised languages and communities. While Setswana is the national langauge, over 60% of the citizens are non-Setswana speakers and they acquire it at school. This implies that the first three years of schooling are essentially for developing comprehension skills in the language. Most teachers in rural schools are not from the local communities and therefore, do not share neither the language and culture of the children they teach. The teacher's attitude in some cases have served to exclude children from school either physically or psychologically. Most rural school are under resourced. have the highest number of unqualified teachers, high drop out rates, and low performance rates. In some small communities, there are no schools and children either do not go to school or live alone in the nearest village to attend school. There is an urgent need for inclusive and non-discriminatory policies, that will address teacher education, resource allocation and intercultural education. The CRC is an excellent tool to use as a foundation for developing incluisve policies, curriculum and resource allocation models. The right of the child to access education, of the right quality, that recognizes him or her as unique human being with a great potential awaiting to be nurtured would be in line with the CRC. Discrimination, including structural, should be investigated and addressed in order to create a conducive learning environment for all children.