Backed by the political leadership, these reforms aim to equip a new generation with skills demanded locally and globally, in line with Egypt Vision 2030. The goal: reduce unemployment, close the skills gap, and boost productivity.
This education drive complements Egypt’s industrial strategy, which emphasizes exports and output as primary sources of foreign currency.
For experts, sectors like exports, remittances from Egyptians abroad, foreign direct investment, and industrial output all bring in foreign currency, a workforce with globally relevant skills helps increase those inflows.
According to a cabinet report, the non-petroleum manufacturing sector grew 7.1 percent in Q1 of FY 2024/25, up from 1.2 percent a decade earlier.
Industrial exports rose 9.9 percent to $17.6 billion in the first half of 2025, while worker remittances surged 69.6 percent year-on-year to $32.8 billion. Together, these inflows strengthen reserves, ease import pressures, and stabilize the economy.
This focus on industrial exports is part of an ambitious government plan to increase annual exports to $115.8 billion by 2030, while reducing the import bill.
Remittances from Egyptians working abroad also rose sharply, surging by 69.6 percent year-on-year from July 2024 to May 2025, reaching approximately $32.8 billion. These inflows now stand among the country’s most important sources of foreign currency.
Together, these inflows strengthen Egypt’s foreign reserves, enhance its ability to meet import needs, and help stabilize the national economy.
Reform anchored in international standards
President Abdel-Fattah El-Sisi has repeatedly stressed the importance of upgrading technical education through partnerships with the private sector.
As of 2024/25, nearly one million students were enrolled in 1,811 technical schools. The ministry has also rolled out the ATS model, now comprising 105 schools, with plans to convert an additional 1,270 schools into ATS or dual-education institutions.
In August, Education Minister Mohamed Abdel-Latif said the ministry's plan aims to produce graduates who can compete in local, regional, and global labour markets.
Under the ATS model, external partners design curricula and set international benchmarks, while the ministry provides infrastructure and support.
What is ATS model?
ATS are three-year, tuition-free government schools that integrate classroom learning with intensive workplace training.
High-achieving graduates of general and Azhar preparatory schools are admitted through competitive criteria. Foreign languages are used in some specializations, supported by advanced labs.
“Applied technology schools were established as part of the ministry’s vision to produce graduates ready for the modern job market,” said Amr Basila, head of the Central Administration for Technical Education Development.
Students train directly in factories and companies, with curricula tailored to industry needs in fields like AI, renewable energy, and precision industries.
Unlike traditional technical schools, which Basila said often prioritized certificates over practical skills, ATS were built around a competency-based approach from the outset.
Field training in traditional schools is often limited; in ATS, it is intensive and embedded in real workplaces. While many graduates of traditional schools require further training, ATS graduates frequently secure employment immediately.
“This direction is part of a broader national strategy to overhaul technical education and meet the demands of a rapidly evolving economy,” Basila said, noting that the shift also tackles outdated curricula, a mismatch with industry needs and lingering social stigma.
Private sector at the core
“The private sector is a strategic and essential partner,” Basila said.
“Many industrial partners commit to hiring graduates. Businesses also support the model with modern equipment and infrastructure and play a key role in training and qualifying teachers to deliver updated curricula using contemporary teaching methods,” he added.
Scaling up reform
“The national plan to develop technical education began in 2018 and entailed a comprehensive overhaul of curricula and institutions,” said Tamer Negm, director-general of Dual Education and Applied Technology.
He added that over 750,000 students graduated this year, some securing jobs abroad.
“Some of our graduates have secured employment abroad, thanks to their high level of competence,” he said.
Curricula are updated regularly to reflect economic and technological trends, with a focus on high-demand specializations and emerging professions.
Dual education and centres of excellence: Linking skills to market demand
Egypt’s longstanding dual education system—one of the country’s earliest public–private partnerships—has seen renewed growth, with more students combining academic study and on-the-job training in private facilities.
In parallel, new Centres of Excellence in sectors such as engineering and automotive aim to supply skilled labour to fast-growing industries.
“Our biggest achievement is linking technical education directly with the needs of the labour market,” said Negm. He pointed to rising international demand, noting placements in Germany increased from 18 three years ago to 22 last year and 28 this year.
“These are promising indicators that reflect the growing quality and global competitiveness of Egyptian technical education,” he added.
Competency-based shift: Gains and gaps
Since 2021, all technical schools have transitioned to a competency-based model, assessing students through performance portfolios as well as exams. Graduates receive both a diploma and a skills certificate. Teachers are undergoing retraining, but gaps remain.
“We are currently working on developing technical curricula and improving graduate skills, but continuous monitoring and evaluation are essential,” said Eng Doaa Abdel Hamid, director-general of the Regional Unit for Dual Education and Training.
“I don’t believe the competency-based system is fully functional yet,” she added.
“It lacks completeness, and an incomplete system leads to poor outcomes. Today, the system relies heavily on practical learning, which doesn’t align with the teaching style or capabilities of many educators,” Abdel-Hamid said. “In the past, even if the content was outdated, it matched the teacher’s skillset. Now, teachers receive only one day of training, which is clearly insufficient.”
She also criticized the lingering stigma. “I strongly oppose the improper look of technical education students. Many have proven themselves and achieved great success, some have even become business owners. These graduates deserve to be held in high regard and not treated the same as graduates of traditional general education schools, as they possess unique, market-ready skills.”
Curriculum overhaul and student pathways
According to curriculum developer Mahmoud Moawad, 40 vocational specialities are under revision, including modern commerce, automotive manufacturing, aviation technology, and electrical industries, among others.
Students spend four days a week on practical training and two on theory, with graduation projects designed to prepare them for entrepreneurship or direct entry into the workforce.
“Graduation projects hold immense value, helping students plan for their future,” Moawad said.
“Some students propose simple business ideas, such as opening a small shop, and if they have the financial means, they often succeed. If not, they’re still well-equipped to enter the workforce directly in their field.”
Voices from the ground
“Many people doubted the value of technical education in Egypt, viewing it as a limited path,” said Salah Abdel-Rahman, a Samsung electronics maintenance technician and graduate of the system.
“But I believed that skills and practical experience are the foundation of success in today’s era of technology and AI. The training I received was intensive and hands-on, which helped me build strong technical capabilities,” Abdel-Rahman added.
Ahmed Saad, a current student, agreed.
“I scored high marks in middle school and could have joined general secondary education, but I made a deliberate decision to enrol in technical education. I wanted to develop hands-on skills that would allow me to enter the job market directly,” Saad said.
“Thanks to the competency-based system and access to real equipment and tools, I’ve gained substantial experience. I joined the electrical specialization and hope to find employment in my field after graduation,” he added.
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