MODALITIES OF THE BEST INTERESTS PRINCIPLE IN EDUCATION

Abstract

Abstract concepts and formulations of policy standards, such as the best interests principle (article 3 CRC), are only fully understood when perceived dynamically within a concrete historical-social setting. Moreover, the substantive content of formal policy in a particular sector is often further qualified or delimited by interacting forces, parallel socio-economic policies and executive decisions. Taking account of these issues in studying the best interests principle within the context of basic education in Egypt indicated that the historical roots of education, maintained by contemporary forces, have contributed to the co-existence of plural education systems serving different interest groups. Apart from elitist foreign education provided for the few, the majority of children are channeled into the mainstream government system, which faces numerous constraints which negatively affect the rates of enrolment and sustainability. In addition, considerations of affordability and functionality have far-reaching impact on the family's perception of the best interests of the child, which is in some cases in conflict with official policy perception. These and other indications demonstrate the complexities and the various modalities of the best interests principle when perceived concretely within a particular social context.