higher education in egypt

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Education in egypt.

Ramage Y. Mohamed, Credential Analyst, WES, Makala Skinner, Research Associate, WES, and Stefan Trines, Research Editor, WENR

An Introduction to Modern Egypt: A Fast-growing Country with Mounting Socioeconomic Problems 

In what is said to be one of the most ambitious construction projects in history , Egypt is currently building a new capital city that more than five million people will be able to call home. Envisioned as a “smart” 21st century city with “663 hospitals and clinics, 1,250 mosques and churches ,” Africa’s tallest building , and an amusement park four times larger than Disneyland, the yet unnamed capital is being designed to help decongest Cairo, a desperately overcrowded metropolis which competes with Lagos for the title of Africa’s most populous city. Arable land and living space are scarce commodities in Egypt. The arid country consists almost entirely of desert— 97 percent of the population live in the Nile Valley and Delta, which make up only 5 percent of Egypt’s territory .

But the new capital is also designed to serve as a showcase for Egyptian renewal—a symbol that the country is on the rise again after years of political turmoil and instability. Over the last eight years, Egypt witnessed the overthrow of the dictatorship of Hosni Mubarak in a popular revolution, followed by democratic elections that brought the Islamist Muslim Brotherhood to power. Unpopular with many Egyptians, that government was quickly ousted and replaced by yet another military-dominated regime, which has since been institutionalized in what most observers consider sham elections . The new capital is aptly nicknamed “Sisi City,” after Egypt’s current strongman president Abdel Fattah al-Sisi, a former general who championed the ambitious prestige project.

The Arab Republic of Egypt—the country’s official name—is the most populous country in the Middle East and North Africa (MENA) with 98.2 million people, some 90 percent of whom are Sunni Muslims. World famous for its ancient civilization and sights like the pyramids, the country has historically been highly influential in the Arab world. After promoting Arab nationalism and socialism under President Gamal Abdel Nasser in the decades after World War II, Egypt subsequently aligned with the West, particularly the United States. Egypt’s control of the Suez Canal and its significance in the Arab-Israeli conflict make the country strategically important, so much so that Egypt continues to receive the second-largest amount of U.S. foreign aid after Israel.

While much of Egypt’s economy remains controlled by its powerful military , since the 1970s the country has transitioned from a socialist system to a free-market economy—a strategy that yielded strong economic growth, much to the delight of institutions like the World Bank. Economic growth rates during the Mubarak regime were so high that observers began to label the country an economic “ tiger on the Nile .”

However, Egypt’s political turmoil of the early 2010s triggered an economic downturn as foreign investors fled the country and Egypt’s once thriving tourism industry collapsed. Egypt’s economy is now growing again , but economic expansion is largely non-inclusive and of limited benefit to the larger populace. Social stagnation, poverty, and high unemployment rates caused much of the widespread discontent behind the popular revolution of 2011, notably among educated urban youths.

Unemployment is particularly high among Egypt’s burgeoning youth population and its university graduates. In 2015, Egypt’s overall unemployment rate was 12.8 percent, while unemployment among 15- to 29-year-olds and university graduates stood at 30 percent and 34 percent , respectively. Poverty, meanwhile, has also risen in recent years: In 2015, almost 28 percent of Egypt’s population lived below the national poverty line amid one of the lowest income levels in the MENA region. Egypt’s GDP per capita—USD$2,412 in 2017 —is less than half that of countries like Iraq or Iran, for example. As a result of these trends, Egypt continues to experience high levels of outmigration. More than nine million Egyptians currently live abroad, mostly in other MENA countries, but also in the U.S., Canada, Europe, and Australia.

One of Egypt’s most pressing challenges is its skyrocketing and destabilizing population growth driven by high fertility rates. To put this growth into perspective, Egypt in 1960 was still a relatively small country of only 27 million people. Between 1983 and 2017 alone, Egypt’s population doubled —and the country is said to currently grow by another 1.6 million people annually. About 40 percent of Egyptians are under the age of 18. The population is expected to swell to some 153 million by 2050, according to UN projections . By most accounts, current economic growth rates are insufficient to provide adequate economic opportunities for this mushrooming population. Global warming could further exacerbate population pressures, since rising temperatures and sea levels threaten to deplete the country’s already scarce arable land and water resources .

Problems in the Education Sector

Egypt has made significant progress in a number of crucial areas in recent years—its official youth literacy rate, for instance, increased from 85 percent in 2005 to 94 percent in 2017, while the number of elementary-age out-of-school children has dropped by 50 percent over the past five years after skyrocketing during the revolution in 2011, per data from UNESCO Institute of Statistics (UIS).

But needless to say, Egypt’s population growth places enormous strains on the country’s education system. The total number of children enrolled in elementary school jumped from 9.5 million in 2005 to 12.2 million in 2017 , and from 6.7 million in 2009 to 8.9 million in 2015 at the secondary level, resulting in greater funding requirements, capacity shortages, and overcrowded classrooms. The pupil-to-teacher ratio has slightly increased in both elementary and secondary education in recent years , while teacher salaries are falling . Parents have to spend more of their income on private tutoring and other education-related expenses . There’s also a substantial amount of “disguised illiteracy,” that is, some 30 percent of schoolchildren are estimated to “lack basic skills for reading and writing.” Most of them live in rural regions .

Egypt’s higher education system, meanwhile, is underfunded and inefficient by most accounts. In its Global Competitiveness Report 2017–2018 , the World Economic Forum ranked the quality of Egypt’s education system 130th among 137 countries. The political turmoil and violence on university campuses in past years hasn’t helped either. In the 2013/14 academic year alone, Egypt’s public universities were paralyzed by more than 1,600 student protests , causing the government to deploy security forces on campuses. Twenty-one students were killed in violent clashes between 2013 and 2016; hundreds more were arrested or expelled . Academic freedom , university autonomy, and freedom of expression remain severely stifled.

Perhaps the biggest structural problem, however, is the Egyptian universities’ outdated curricula. The schools consequently churn out “ graduates with no future ,” who lack the necessary skills for employment in a modern economy. As of 2014, high school and university graduates reportedly took seven years on average to find gainful employment. Many graduates ended up working odd jobs in the informal sector , where most of Egypt’s working population is employed. In 2015 a group of students publicly burned their doctoral and master’s diplomas in protest of this situation.

Aware of how the youth employment crisis could lead to political instability, the Egyptian government is currently intensifying efforts to improve the country’s education system. President Sisi recently declared 2019 “ the year of education ,” and public education spending was increased by 8 percent for the 2018/19 fiscal year . That said, overall funding levels in Egypt are still relatively low compared with those of countries at similar levels of socioeconomic development and as a percentage of overall government spending. Egyptian education spending as a percentage of GDP in 2014/15 (4 percent) was lower than in 2004/05 ( 4.2 percent ), and fell short of spending levels in Morocco or Tunisia , for example. Spending per tertiary student stood at USD$424 in 2012 , compared with an average of USD$15,028 in OECD countries .

The government intends to further increase funding, boost tertiary enrollment rates, and implement a range of reform projects, including the construction of eight new technical universities, aided by a USD$500 million loan from the World Bank . The country’s Strategic Vision for Education to 2030 , adopted in 2016, seeks to expand technical and vocational education and training (TVET) and distance education, develop curricula more aligned with labor market needs, and improve student-to-teacher ratios and quality assurance and accreditation mechanisms, as well as teacher training. However, despite positive developments in a number of important areas in recent years, it remains to be seen how successful Egypt will be in strengthening and reforming its education system amid surging population growth.

Inbound Student Mobility

Perhaps surprisingly, given the political instability in recent years, Egypt has become an increasingly important and booming international education hub in the MENA region. Over the past decade and a half, the number of international degree-seeking students in the country has nearly doubled, jumping from 27,158 students in 2003, to 51,162 in 2016, according to UIS data. While political upheaval caused a dip in international enrollments between 2011 and 2013, Egypt’s inbound mobility steadily rebounded and appears to have fully recovered today.

This trend persists despite the country’s continued high profile terror attacks , and its categorization as a risky travel destination. Egypt falls into the “high warning” category of the Fund for Peace’s 2018 Fragile States Index , in which it is ranked 36 out of 178 countries (1 being the most fragile country and 178 being the most stable). Lingering political violence notwithstanding, Egypt is now the third-most popular destination country for international degree students within the Arab world, surpassed only by Saudi Arabia (79,854) and the United Arab Emirates (77,463).

The international student body in Egypt is diverse. Most come from Southeast Asia, but Egypt is also a major destination for students from other Arab countries, as well as sub-Saharan African countries like Nigeria. More than 70 percent of foreign students in Egypt are male, and the vast majority study at public universities.

Malaysia sends more than twice the number of students as the second-most sending country, Indonesia. But while Malaysia sent the most— 4,556 students in 2016—it accounts for only 9 percent of all inbound students. Clearly Egypt attracts students from a wide variety of countries rather than drawing from only a few.

Factors that make Egypt attractive for foreign students are its relatively low tuition and living expenses compared with those of other Arab countries . While tuition fees at private universities and international secondary schools can be high, fees at public universities are usually modest. Tuition at public universities like Ain Shams University or Alexandria University, for example, is only USD$1,000 for non-Egyptian students per year . International students spend on average between USD$7,000 and USD$14,000 to complete a degree program in Egypt, whereas students in Dubai, United Arab Emirates (UAE), pay anywhere between USD$10,000 and USD$19,000 for an undergraduate degree. In conjunction with their low tuition, Egyptian public higher education institutions (HEIs) freely admit non-citizens , while some Arab countries do not.

International partnerships and the availability of scholarships also facilitate student inflows. Egypt and Malaysia, for example, have a strong relationship within the higher education sphere. This includes the Education Malaysia Egypt office , created in 1960, which provides services to Malaysian students who are pursuing tertiary education in Egypt. In 2016, Malaysian authorities set up the Malaysian Students Education Fund, which provides financial “ assistance to Malaysians studying in Egypt ”—despite the fact that education costs are already lower in Egypt than in Malaysia, where domestic students spend approximately 67,600 Malaysian Ringgit (USD$16,212) on average on tuition, accommodations, and living expenses.

Egypt’s standing as an international study destination is enhanced by the relatively strong showing of its universities in international rankings. While the top-ranked institutions in the Arab world are located in countries like Saudi Arabia or the UAE, nine Egyptian universities were included in the top 31 of the 2018 Times Higher Education ranking of universities in the Arab world, compared with five Saudi universities and four Emirati. Egyptian universities represent 13 of the top 100 institutions according to the 2018 QS World University Rankings for the Arab region. Egypt is tied with Jordan for the country with the second-most schools in the top 100, coming in only behind Saudi Arabia, which has 21 schools on the list.

Foreign Branch Campuses: A Driver of Future Student Inflows?

Furthermore, Egypt hosts several reputable foreign universities, including the American University of Cairo, the German University in Cairo, the British University in Egypt, and the Université Française d’Egypte . While most of these private universities were established a long time ago, the government is attempting to turn Egypt into a transnational education hub and attract more foreign branch campuses, notably in “New Cairo,” Egypt’s new administrative capital now under construction.

In July 2018, Egypt enacted new legislation that regulates foreign branch campuses, while also luring foreign providers with streamlined licensing procedures, inexpensive real estate, and tax exemptions . Foreign branch campuses must be approved by the Egyptian government. They are also required to teach the same programs as on their main campuses and to award degrees that are recognized in their home countries . Otherwise, foreign providers are promised wide-ranging institutional autonomy and academic freedoms, at least on paper .

The government hopes that foreign branch campuses will enhance the global competitiveness of Egypt’s education system, expand capacity, and improve the performance of domestic universities by increasing competition. Beyond that, it expects transnational education to foster more research collaboration and help propel inbound student mobility, which still has ample room for growth.

At present, Egypt has a relatively low inbound mobility ratio of only 2 percent, a figure that is dwarfed by much higher inbound mobility ratios in Persian Gulf monarchies like the UAE and Qatar, which in 2016 had mobility ratios of 49 percent and 38 percent, respectively ( UIS ). The Egyptian government intends to increase the number of international students to 6 percent of the tertiary student population by 2030 , and turn Egypt into an international education hub of global scale.

Lately, Egypt’s efforts to attract more foreign branch campuses are paying off. In November 2017, Egypt’s Minister of Education announced that six new international universities from Canada, France, Hungary, Sweden, the United Kingdom, and the U.S. will be built in Egypt’s new administrative capital. A memorandum of understanding with the U.K. followed in early 2018 to establish more British branch campuses in Egypt—already the fifth-largest host country for U.K. transnational education, with nearly 20,000 students pursuing British degrees in joint degree programs, according to PIE News .

Likewise, a number of Canadian universities, including the University of Prince Edward Island, Cape Breton University, and the Memorial University of Newfoundland, have partnered to establish branch campuses in the framework of the University of Canada, Egypt consortium. A branch campus by the Swiss University of Lausanne is currently under consideration as well.

On the other hand, the University of Liverpool recently tabled plans to build a campus in Egypt because of concerns over “ reputational damage .” British and Canadian universities have been heavily criticized for cooperating with the Egyptian government despite its flagrant human rights violations. In an open letter published in the Guardian, more than 200 British academics in 2018 accused U.K. institutions of colluding “in masking human rights abuses.” The academics questioned “… the wisdom and legitimacy … to do business as usual with an authoritarian regime that systematically attacks research, education and academic freedom.”

Outbound Student Mobility

Though outbound student mobility in Egypt is more modest compared with inbound student flows, outbound numbers have nevertheless grown rapidly in the last decade. Since 2008, the number of Egyptian degree-seeking students pursuing their education abroad has nearly tripled, from 12,331 to 31,822 students in 2017, according to the UIS . Year-over-year growth rates reached their peak in 2013, most likely driven by political turmoil. In terms of total numbers, Egypt is now the fourth-largest sending country of international students in the Arab world after Saudi Arabia, Morocco, and Syria.

There is little question that the political instability and dysfunction of parts of the Egyptian education system in recent years has contributed to an increase in outbound student flows . Eighty percent of Egyptian students polled by the Carnegie Endowment for International Peace in 2013, for instance, expressed interest in emigrating amid high unemployment and “deteriorating and non-democratic” state institutions .

However, Egypt has tremendous long-term potential for further growth in outbound student mobility going beyond immediate political factors. The country’s rapid youth population growth means that demand for education will surge and likely continue to outstrip supply. Egypt’s tertiary gross enrollment ratio has remained largely stagnant over the past two decades, although it recently increased from 31 percent in 2014 to 34.5 percent in 2016 (for comparison, the gross enrollment ratio stood at 30 percent in 1999 ). While the establishment of more international branch campuses in Egypt may help absorb some of the demand, other students will likely head abroad for better education and employment opportunities.

That said, the percentage of Egyptians studying abroad is still small—the country’s outbound mobility rate stood at only 1.1 percent in 2016, perhaps the lowest in the Arab region, dwarfed by outbound ratios of 7.8 percent in Jordan and 22 percent in Qatar, per the UIS . This is likely due to the lack of disposable income among the Egyptian population for an expensive overseas education. Egypt’s middle class, already small, has been decreasing in recent years. According to the World Bank , Egypt’s middle income population—people living on USD$4.9 per day in 2005 U.S. dollars—“shrank from 14.3 percent in the mid-2000s to 9.8 percent by the end of the decade .” Incomes and living standards continue to be strained by austerity measures imposed by the International Monetary Fund and high inflation rates today.

Adding to these economic constraints, declining exchange rates of the Egyptian pound against the U.S. dollar over the past decade have made studying abroad more expensive for Egyptians. Given these financial realities, international education largely remains the province of wealthy elites and those that can obtain scholarships. Government funding for study abroad scholarships in Egypt is currently low , so that scholarship funding needs to be sourced primarily externally. While Egypt is generally considered a dynamic outbound market , the scope of future mobility from Egypt depends on whether the country can achieve more inclusive and equitable economic growth, at least to some extent.

Destination Countries

Degree-seeking Egyptian students pursue their studies in a variety of countries, although about one-third of them study in the UAE and Saudi Arabia, the top two destination countries, trailed by the U.S. by a significant margin. Linguistic, cultural, and political ties likely play a role in making the UAE and Saudi Arabia the top destinations, as do academic cooperation and labor migration patterns, coupled with the presence of high-quality universities in the Persian Gulf region.

According to the British Council, Egypt at the beginning of the decade “was involved in around one-third of Saudi Arabia’s joint research articles, and vice versa .” Both the UAE and Saudi Arabia are simultaneously major destinations of Egyptian labor migrants, with Saudi Arabia alone hosting more than 2.9 million Egyptian workers in 2016 .

France and the U.K. are the fourth and fifth most popular study destinations, followed by Malaysia. Aside from the thriving educational exchange with both the U.K. and Malaysia, student flows to European countries are likely stimulated by access to scholarship funding. More than 1,000 Egyptian students have benefited from European Erasmus scholarships as of 2017, in addition to other funding opportunities. Students from the public Alexandria University and Cairo University have been the main recipients . France maintains close diplomatic relations with Egypt, including academic exchange , and in 2017 announced that it would increase the number of scholarships available to Egyptian students and researchers.

Trends in the U.S. and Canada

Home to a relatively small but wealthy Egyptian diaspora , the U.S. has traditionally been a popular destination for Egyptian students. However, after increasing pointedly over the past decade, enrollments by Egyptian students are currently stalling, despite the availability of scholarship opportunities for public university students. According to the Institute of International Education’s Open Doors data, the 2017/18 academic year marked the first time since a slight downturn in 2010/11 that Egypt sent fewer students to the U.S. than the year before. The Trump administration’s travel ban —which restricts entry for those from seven countries, five of which are majority Muslim and located in the MENA region—in conjunction with stricter visa procedures, may dissuade Egyptian students and account for this stagnation, although this is speculative.

Of the 3,701 Egyptian students in the U.S. in 2017/18, nearly half pursued undergraduate degrees (41 percent) and graduate degrees (43 percent); 12 percent were on Optional Practical Training; while only 4 percent were enrolled in non-degree programs.

Just as Egyptian student mobility to the U.S. is stagnating, it is rising sharply in Canada, growing by 21 percent between 2016 and 2017 alone. This increase coincides with a rapid upsurge of international student inflows to Canada in general, due to welcoming student visa and immigration policies, including easy access to post-study work opportunities and residency pathways for students. While the total number of international students in Canada has grown by 142 percent between 2009 and 2017, the number of Egyptian students increased by 112 percent, from 1,040 to 2,210 students, according to government data . This number is more than seven times what it was in 2000, when only 310 Egyptian students pursued their education in Canada—now the ninth-most popular destination for Egyptian degree-seeking students, per the UIS . 1

In Brief: Egypt’s Education System

Egypt has an ancient tradition of religiously based education and was formerly an intellectual center of the world. The country is said to have the world’s oldest university still in operation, the Al-Azhar University in Cairo, founded circa AD 971 2  and still considered one of the most prestigious Islamic universities worldwide. Secular education was introduced in the 19th century when Ottoman rulers created an elitist “dual education system” in which the general population continued to be educated in traditional Islamic schools ( kuttabs ), while civil servants were educated in secular government-funded schools ( madrasas ).

After Egypt came under British control in 1882, education was deprioritized. The British were primarily interested in educating civil servants in English-medium schools and neglected the education of the masses. The colonial administration decreased spending on education and charged tuition fees for elementary schools . Higher education was expensive and largely the province of affluent elites .

It was not before 1949 that free and universal elementary education was introduced in Egypt. This was followed by a state-driven expansion of the education system under the socialist government of President Nasser (in office from 1954 to 1970). Higher education was made tuition free and admission was ensured for all high school graduates. University graduates were even guaranteed employment in the public sector—an attempt to make the system less elitist and prevent social unrest among educated youths .

These policies resulted in a significant growth of the system. The number of universities increased from five in 1952 3  to 12 in 1976 , while the number of tertiary students more than doubled—from 233,300 to 480,000 between 1971 and 1976 alone. However, given Egypt’s population growth, the governmental employment guarantee became exceedingly untenable while the increasing massification of higher education led to a deterioration of quality standards. The employment guarantee was eventually tabled in the early 1990s under President Mubarak. Tuition-free public higher education and admissions guarantees across the board were also abolished.

Today, Egypt has the largest education system in the MENA region with 12.2 million elementary students, 8.9 million secondary students and 2.8 million tertiary students, according to UIS data . In response to the surging demand for higher education, Egypt in the early 1990s began to liberalize its state-controlled system and allowed the establishment of private HEIs (in addition to the already existing private American University in Cairo). Between 1996 and 2006 alone, the number of private universities increased from 1 to 16 . However, total enrollments in private institutions remain relatively small compared with those of other African countries that pursue privatization to accommodate surging demand. Only 20.6 percent of tertiary students were enrolled in the private sector as of 2016 .

Administration of the Education System

Egypt is administratively divided into 27 governorates, the largest of which are Cairo and Giza on the West Bank of the Nile. Governorates are further divided into hundreds of municipalities and smaller sub-municipal village districts. Egypt has a centralized system of government—although some officials are elected at the local level, and there have been attempts toward greater decentralization in policy areas like education in recent years . The governors of the different administrative regions are directly appointed by the president, and local governments are funded by the central government . In education, overall policies are set at the national level and implemented by local education directorates in the individual governorates.

Education is overseen by a number of central government bodies, including the Ministry of Education (MOE) and the Ministry of Higher Education. The MOE supervises preschool and elementary and secondary education. Steered by the High Council of Pre-University Education, it is responsible for national examinations, curricula, the development and provision of textbooks, teaching materials, and other matters.

Higher education at both public and private institutions is overseen by the Ministry of Higher Education, which supervises the Supreme Council of Public Universities, the Supreme Council of Higher Institutes, and the Supreme Council of Private Universities—bodies which coordinate policies between institutions, provide quality control, and approve new HEIs and programs . Chaired by the Minister of Higher Education, these councils are made up of the presidents of all institutions within their respective sectors. In addition, there’s a National Authority for Quality Assurance and Accreditation in Education (NAQAAE), an autonomous body under the prime minister that accredits academic institutions and programs.

Public HEIs are funded by the Ministry of Finance, which typically provides from 85 to 90 percent of operating expenses. Modest tuition fees set by the government, along with donations, consulting fees, and so on, raise the remainder of public institutions’ revenues. Some universities are authorized to charge higher tuition fees of between USD$455 and USD$1,139 (2017) for newly created special programs . Private institutions don’t receive government funding and are mostly funded by tuition fees, the permissible range of which is determined by the Supreme Council of Private Universities.

Religious education is overseen by the Ministry of Religious Affairs, but Al-Azhar University and its vast network of affiliated schools and colleges are a special case. The institution is administered by the Al-Azhar Supreme Council , which has a substantial degree of autonomy and influence. Al-Azhar does not only run post-secondary Islamic research institutions, but also thousands of elementary and secondary schools nationwide, most of which teach a secular curriculum combined with religious education. Graduation from one of these schools and passing a special “Al-Azhar secondary school” examination is required for admission into Al-Azhar University.

Overall, Al-Azhar-affiliated schools enroll about two million students. Originally founded as a private institution, it “is now a state entity that has evolved into a behemoth running large and dispersed parts of the religious and educational apparatus of the country .” Given the strong influence of Islam in Egypt and its importance to Islamist opposition movements like the Muslim Brotherhood, political control over Al-Azhar has been a contested issue for decades .

TVET is overseen by a multitude of institutions, resulting in this sector not being very integrated . The MOE and Ministry of Higher Education supervise TVET in upper-secondary schools and technical colleges, respectively, while other ministries, such as the Ministry of Trade and Industry or the Ministry of Manpower and Immigration oversee informal, industry-integrated TVET programs at vocational training centers.

Language of Instruction and Academic Calendar

The language of instruction is generally Arabic in both the school system and in higher education, but some public school curricula and subjects, as well as a number of university programs in professional disciplines, are taught in English. Several private schools and universities provide education in English, French, or German . The academic year in Egypt usually runs from late September to the end of May or early June at both schools and universities, although it may vary somewhat at private institutions. It is typically divided into two semesters (September to January and February to May or June).

Basic Education

Egypt’s constitution stipulates free and compulsory education for all children between the ages of 6 and 15, although there are plans to eventually extend compulsory education to secondary education ( 12 years of schooling ). This corresponds to a “basic education” phase that lasts from grades one to nine, divided into six years of elementary education and three years of “preparatory” education. Children are entitled to two years of free kindergarten education prior to elementary education, but only about a quarter of children attended preschool education as of 2017 . There are no formal admissions requirements at public schools at the elementary education stage. Even though education at public schools is technically free, these schools nevertheless charge small fees.

The elementary curriculum is set by the government for both public and private schools (except international schools) and includes general subjects like Arabic, mathematics, and science. English is taught from grade one, and religious education is mandatory at all stages of schooling. Recent reforms abolished year-end examinations during the first four years , but examinations are introduced in grade five and there is a final elementary school examination ( qabul ) at the end of grade six—students must pass this exam to be awarded the “primary certificate” and progress into preparatory school. Current reforms seek to de-emphasize the importance of the final examination in favor of school grades .

The net enrollment rate in elementary education has increased from 90 percent in 2005 to 97 percent in 2016, per UIS data . Children who dropped out of school and are above elementary school age have the chance to attend one-year programs at “second chance” community schools to obtain an elementary graduation certificate .

The subjects taught during the preparatory phase (grades seven to nine) include Arabic, agriculture, art, English, mathematics, music, religious studies, and social studies. After succeeding in final graduation examinations at the end of grade nine, pupils at secular schools receive the Basic Education Certificate, while pupils at Al-Azhar-affiliated schools receive the Al-Azhar Basic Education Certificate. The curriculum for Al-Azhar schools is generally the same as in secular public schools, but it places a greater emphasis on Islamic studies.

The final preparatory education examination ( Adaadiya Amma ) is a high-stakes external test. How well students perform determines whether they progress into the general secondary education track (in the case of high scores) or the vocational track (in the case of lower scores). Pupils who do not pass the exam after the second attempt are not allowed to enroll in upper-secondary education . However, they may also transfer into preparatory vocational schools in order to earn a certificate of “completion of basic education and vocational preparation ,” which offers access to upper-secondary technical education.

At present, there are two types of public schools: Arabic schools and experimental schools. Arabic schools teach the national curriculum in Arabic, whereas experimental schools use English as the language of instruction and teach a second foreign language at the preparatory level (usually French or German). However, the MOE has announced that experimental schools will be phased out beginning this year. Instead, mathematics and sciences will now be taught in English at all public schools from the seventh grade on, at which point a second foreign language will also be introduced .

The MOE also plans to create a number of fee-based public international schools that teach curricula like the International Baccalaureate, as well as almost 100 Japanese schools that incorporate aspects of the Japanese school curriculum in addition to the national Egyptian curriculum. According to the ministry, there are presently 750 experimental schools compared with 49,000 general public schools. At the elementary level, there were 3,439 public Al-Azhar schools in 2013 .

In addition, there are 7,000 private schools, which include religious schools, private language schools that teach the state curriculum in English, and some 100 international schools that teach foreign curricula (mainly British, U.S., German, and French). Given the funding problems in the public school system, private institutions can be of better quality and are becoming increasingly popular. However, the overall percentage of students attending private schools is still small. The share of enrollments at private institutions increased from 8 percent to 9 percent at the elementary level, and from 4.5 percent to 6.6 percent at the preparatory level, between 2004 and 2017 ( UIS ).

Private schools are expensive and therefore mostly attended by children from affluent households— 35 percent of children from the highest wealth quintile attended private schools in 2007. While tuition at Egyptian private schools may be less than 1,000 Egyptian pounds (USD$112), the most expensive international school in Egypt, the Cairo American College (which despite its name is a K-12 school), charges exorbitant fees of USD$24,000 in the student’s final year. The strong depreciation of the Egyptian pound in recent years has led to skyrocketing tuition rates , increasingly pricing middle-class households out of the private sector despite governmental limits on fee increases .

Overall, the Egyptian system is characterized by distinct disparities in enrollment and graduation ratios between urban and rural regions, as well as between affluent and low-income households. According to one recent study , youths from the “highest wealth quintile and who live in … urban governorates … [have] a 98.5 percent chance of accessing higher education as compared to a 5.5 percent chance” among those who are “from the lowest wealth quintile and live in rural Upper Egypt.”

Upper-Secondary Education

About two-thirds of preparatory school graduates go on to upper-secondary education, which lasts three years (grades 10 to 12) and is not mandatory. The number of Egyptians enrolled in upper-secondary education has mushroomed by an enormous 65 percent over the last decade. This trend is driven by population growth as well as by increasing participation rates: The net enrollment ratio at this stage of education grew from 62.5 percent in 2014 to 67.5 percent in 2017.

Depending on their grades in the preparatory graduation examination, students can enroll in a general secondary (university-preparatory) or a technical secondary stream. In 2013, 55 percent of students enrolled in the technical stream, while 45 percent studied in the general secondary track. The latter percentage includes students at Al-Azhar schools, which teach a general secondary curriculum that emphasizes Islamic studies. Less than 9 percent of upper-secondary students were enrolled in private institutions in 2017 .

General Secondary Education

At present, there are two different streams in the general secondary track: literary and science. All students in both streams study Arabic, English, religion, and citizenship education, but specialize in history, philosophy, psychology, and sociology in the literary stream, while students in the science track take subjects like biology, chemistry, mathematics, and physics. In addition, students choose from a range of electives, such as additional foreign languages, social studies, or music. However, the system is currently in flux—the MOE is rolling out a more integrated general secondary school curriculum that will collapse the two separate streams into one. There are also a small number of USAID-funded STEM schools set up to pioneer a more interdisciplinary STEM-focused curriculum.

Upper-secondary education concludes with a highly difficult final examination ( Thanaweya Amma ) at the end of grade 12. Performance on this standardized test in core subjects and electives is the main criterion for admission into public higher education in Egypt. Students who pass are awarded the General Secondary Education Certificate. Until recently, the exam was an external nationwide exam, but starting this year it will be administered in schools. In 2018, about 646,000 students sat for the exams.

Given the difficulty and importance of the high-stakes test, growing numbers of Egyptian students are relying on private tutoring to prepare for it. Annual fees for private test prep schools can be as high as USD$1,677 for grade 12. They have become an increasing financial burden on families, so much so that the MOE has started to close down some of these schools and is considering banning private tutoring altogether .

Another problem is examinations fraud. The leaking of exam questions, for instance, has become so prevalent that the government resorted to deploying electronic scanners to search candidates for cell phones and now penalizes exam leaking with up to one year of jail time . In 2015, it was reported that the government transported exam questions in military helicopters under guard of the Egyptian army .

To decrease the importance of final exams, which are now taken online, the MOE is also implementing a new testing system that will feature 12 exams dispersed over the entire three-year upper-secondary cycle (four each year), with the final GPA calculated on the basis of the four highest scored exams . To switch assessment from rote memorization to analytical skills, test takers are now allowed to bring textbooks and tablets into test centers. Tablets are expected to be given to all students free of charge in an attempt to increase students’ exposure to technology.

Technical Secondary Education

Technical education is provided in three- and five-year programs after preparatory education. Three-year programs are offered in three main specializations: industrial, commercial, and agricultural. Industrial programs are the most popular and agricultural programs, the least . The curriculum consists of general education subjects (usually around 50 percent), vocational subjects (40 percent), and electives (10 percent). Programs conclude with a final examination after which students receive the Technical Secondary Education Certificate in Industry/Commerce/Agriculture ( diblômal-madâris al-thânawiyya l-fanniyya al-sinâ`iyya / al-tidjâriyya / al-zirâ`iyya ). The certificate provides access to post-secondary programs at related technical institutes (see below), and university programs, as long as students score high enough on the final exams.

Five-year programs lead to the Advanced Technical Diploma. While these programs are also grouped into industrial, commercial, and agricultural streams, they provide vocational education at a higher level and usually include more concrete subject specializations, such as electronics engineering or tourism management, for example. Like the Technical Secondary Certificate, this credential provides access to higher education.

In addition to formal secondary TVET programs, there are informal training programs, such as apprenticeship programs and dual programs that combine theoretical instruction at vocational training centers with practical training . These programs are typically designed for employment and do not provide access to higher education. There is not much data available on this sector, but the UN and others have estimated that as of 2010 there were between 800 and 1,200 vocational training centers run by government institutions with some 480,000 trainees.

While the percentage of students in technical secondary education has decreased significantly in recent years since a higher share of students opt for the university-preparatory track, the overall number of TVET students has surged. More than half of Egyptian secondary students still attend vocational schools despite vocational education being “associated with academic failure, rather than being an alternative path to … decent work. It is perceived as a … last resort for academically low-performing students who are denied access to the general education .”

In addition, many of the roughly 600,000 students that graduate from secondary vocational school each year face poor employment prospects due to graduates being ill equipped for current labor market demands . The MOE is seeking to address this problem by shifting student evaluations from testing theoretical knowledge to assessing practical skills. According to current proposals, practical competency assessment will make up to 70 percent of the final graduation exams in the future.

Higher Education

Types of Higher Education Institutions

As of 2018, Egypt had 31 private universities and 26 public universities , including Al-Azhar University, in addition to a number of other government HEIs, such as the military academies or the Egyptian Police Academy. Whereas most public universities are large multi-faculty research institutions, many of them with branch campuses across the country, private institutions tend to be much smaller. Most of them are for-profit institutions enrolling fewer than 10,000 students. Only 20.6 percent of Egypt’s 2.8 million tertiary students were enrolled in private institutions in 2016, according to the UIS . Many private universities are located in Cairo and offer only undergraduate programs. The public Alexandria University is the largest Egyptian university with 183,500 students in 2017 .

In addition to universities, there are hundreds of public and private technical colleges, and institutions called middle institutes and higher institutes, which typically offer two- or three-year diploma and four-year bachelor’s programs in more vocationally or professionally oriented disciplines. The number of private higher institutes has grown steadily over the past decades, from 40 in the mid-1990s to 141 in 2017 .

Quality Assurance and Accreditation

While public HEIs have a certain degree of academic autonomy, the Ministry of Higher Education and the Supreme Council of Public Universities regulate matters like the structure of degree programs, admissions requirements, and enrollment quotas. Private institutions have greater freedoms, but they need government approval to operate and must comply with the regulations of the Supreme Council of Private Universities—a body headed by the Ministry of Higher Education. Government oversight is also ensured by the fact that “a representative of the Ministry of Higher Education has to sit on the board of each new private university in order to report back on the university’s activities .”

Over the past two decades, the Egyptian government has undertaken various efforts to raise quality standards at HEIs. Notably, it has pushed for the establishment of internal quality assurance centers at university faculties, and in 2007 created the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) . NAQAAE accredits universities as a whole, as well as individual faculties and programs. In order for universities to be granted full institutional accreditation, at least 60 percent of their faculties must be accredited .

The accreditation process involves two phases: An optional “pre-accreditation” period during which NAQAAE performs a “gap analysis” and produces an improvement plan, followed by a formal nine-month evaluation that includes an institutional self-assessment and further inspections by NAQAAE auditors . NAQAAE’s quality criteria are laid out in several guidebooks ; they include adequate financial resources, management structures, teaching staff, facilities, research output, and quality assurance mechanisms. Accreditation is granted for periods of five years during which institutions must continue to submit annual self-assessments. Institutions that fall short on just a few criteria may be placed on “postponed accreditation” status pending improvements, while underperforming institutions may have their accreditation revoked.

Although accreditation is technically mandatory for all HEIs, the implementation of Egypt’s new quality control regime is still in transition and progressing sluggishly. In 2012, the American University in Cairo was the only university that received full institutional accreditation, while only 16 public university faculties did. By 2018, the latter number had risen to 181 public university faculties, 18 Al-Azhar faculties, and 66 faculties affiliated with private institutions. However, that represents only 19 percent of all faculties. NAQAAE maintains an online directory of accredited faculties and programs.

University Admissions

University admissions at public institutions is based on the General Secondary Certificate Examination. The process is centralized with the Ministry of Higher Education setting admissions quotas for universities and assigning students to programs based on their exam scores (or final GPA under the new system currently being implemented). Cutoff scores for specific programs are set annually and vary widely by institution and program. In 2014, the minimum average score for graduates in the science stream ranged from 205 to 404 out of a possible 410. Higher institutes have lower score grade cutoffs than universities. Grade requirements are particularly stringent for medical programs.

There are no additional entrance examinations or other admissions criteria at public universities, except in the case of a few select programs. Holders of the Technical Secondary Certificate may also enter university programs, but only if they have very high exam scores. While almost 100 percent of general secondary graduates go on to higher education, merely 13.5 percent of technical graduates do.

Private universities are free to set their own admissions requirements, even though the Supreme Council of Private Universities sets an overall minimum grade threshold . Concrete admissions requirements at private institutions vary, but they are often less competitive than at public universities, so that private institutions tend to absorb those students that could not get admitted into public HEIs.

The Higher Education Degree Structure

Egypt has a variety of higher education credentials, including diplomas, higher diplomas, bachelor’s degrees, postgraduate diplomas, master’s and doctoral degrees. The country is currently developing a national qualifications framework that categorizes higher education into five levels, as indicated below. Most students study in bachelor’s programs at universities. While some 350,000 Egyptians graduated with a bachelor’s degree in 2016, about 128,700 earned a diploma and only 20,185 and 9,016 students graduated with a master’s or doctoral degree, respectively. 4

Technical Diplomas and Higher Diploma of Technology

Technical Diplomas ( Diplom al-Fanni ) are usually awarded after two years of study in vocationally oriented disciplines at technical institutes. Curricula are applied with no general education requirements. Examples of curricular specializations include construction technology, secretarial studies, or medical lab technology. The three-year Higher Diploma of Technology is awarded by higher technical institutes and some universities, typically in engineering disciplines. Graduates may be allowed to transfer into the third year of bachelor’s programs.

Bachelor’s Degree ( Bakâlôriyûs )

Bachelor’s programs are four years in length in most disciplines, but programs in engineering, pharmacy, dentistry, and veterinary medicine last five years, while medical programs are six years in duration. Curricula are fairly standardized and require few if any general education courses; compulsory subjects outweigh electives. However, the longer programs in professional disciplines may include a preparatory year that covers general subjects, mostly related to the field of study. Some universities but far from all use a credit hour system that defines a year of study as 30 to 36 credit hours.

Progression to the next year of study and graduation is based on examinations; a thesis is usually not required. Grading scales vary widely by institution and faculty and include numerical 0–100 scales, U.S.-style A to F scales, and the European Credit Transfer and Accumulation System scale. A grade average of at least 50 percent of the total mark is generally required for graduation.

Bachelor’s programs are offered by universities and higher institutes. Distance education and online learning are slowly becoming more prominent, but are generally uncommon and not well respected by Egyptian employers .

Master’s Degree ( Mâjistêr ) and Graduate Diploma

Graduate degrees are almost exclusively awarded by universities. Master’s programs are usually two years in length, but some three-year programs also exist. Unlike in the case of undergraduate programs, admissions requirements are not set by the ministry and vary by institution, but include at least a bachelor’s degree earned with sufficiently high grades, usually in a related discipline. Most programs include a thesis and involve 30 to 42 credit hours of course work completed in the first phase of the program (at institutions that use a credit system). Some programs may be taught in English.

In addition to master’s degrees, there are higher diplomas ( Diplom ad-Dirasaat al-A’aliyya ), which may also be called postgraduate diplomas, graduate diplomas, or something similar. These programs are typically designed for further specialization after a bachelor’s degree earned in a more professionally oriented discipline. Programs are mostly one year in length, but may also require two years of study. Higher diplomas are usually designed for employment and do not provide access to doctoral programs.

• Doctoral Degree

The doctoral degree ( Dukturâh ) is a terminal research qualification earned after two to five years of study. Admission requires a master’s degree in a related discipline, and other requirements, such as demonstrated foreign language abilities, may also apply. Some doctoral programs require the completion of some course work, but they may also be pure research degrees. They conclude with the defense of a dissertation.

Education in Medical Professions

Entry-to-practice qualifications in professional disciplines like medicine, dentistry, or veterinary medicine are currently earned by completing long, single-tier university programs of five or six years. Credentials include the Bachelor of Medicine and Bachelor of Surgery, the Bachelor of Dental Medicine and Surgery, and the Bachelor of Veterinary Medical Sciences. Physicians are trained at one of Egypt’s 27 dedicated medical university facilities , admission to which is highly competitive.

To date, medical programs are six years in length and usually divided into three years of pre-clinical studies followed by three years of clinical studies and a mandatory one-year internship. However, the Supreme Council of Universities is currently phasing in a new, more integrated five-year curriculum that will be followed by a two-year clinical internship . Medical specialties require another two to four years of clinical training and conclude with the awarding of a master’s degree, higher diploma, or Fellowship of the High Committee of Medical Specialties.

Teacher Education

Teachers are trained at dedicated university faculties of education. A bachelor’s degree is required to teach for all levels of school education. Applicants are assigned to faculties by the MOE based on their scores in the thanawiya amma examination. Programs are four years in length and incorporate general studies in the area of curricular specialization, pedagogical subjects, and in-service teaching internships in the third and fourth years of the program . Alternatively, candidates can earn a teaching qualification by completing a one- or two-year postgraduate diploma in education in addition to earning a bachelor’s degree in another discipline. To teach at public schools, graduates must pass further examinations to become licensed after working for two years as assistant teachers .

WES Documentation Requirements

Secondary Education

• Graduation Certificate/Diploma issued in English (General Secondary Education Certificate, Technical Secondary Education Certificate) – submitted by the applicant
• Examination Results issued in English – sent by the Ministry of Education or Regional Governorate
• Academic transcript issued in English – sent by the academic institution
• For completed doctoral programs, an official letter confirming the conferral of the degree – sent directly by the institution

Click here for a PDF file of the academic documents referred to below.

• General Secondary Certificate
• Higher Diploma of Technology
• Bachelor’s degree
• Bachelor’s degree (engineering)
• Bachelor of Dental Medicine and Surgery
• Master’s Degree

1.  Note that student mobility data from different sources such as UNESCO, the Institute of International Education, and the governments of various countries may be inconsistent, in some cases showing substantially different numbers of international students. This is due to a number of factors, including data capture methodology, definitions of “international student,” and/or types of mobility captured (credit, degree, etc.).

2.  Other sources report slightly different years for when the university was established.

3.  These were Ain Shams University, Al-Azhar University, Alexandria University, the American University in Cairo, and Cairo University.

4.  Based on statistics from Egyptian Central Agency for Public Mobilization and Statistics

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About "Study in Egypt" initiative

“Study in Egypt” is the official global initiative that promotes education in Egypt as the first-choice study destination to international students. It is the Egyptian only international-level initiative that showcases the outstanding Egyptian higher education offering and the life-changing opportunities it brings. Study in Egypt” is led and delivered by the Central Department for Foreign Student Affairs. CDFSA

The CDFSA is the official advisory group for international students to ensures the Study in Egypt initiative fulfils its core purpose and supports the interests of the Egyptian Ministry of Higher Education and Scientific Research in providing the International students all the needed support before, during and after their study journey in Egypt.

As a key asset, we maintain our (One Stop Portal) www.study-in-egypt.gov.eg , which provides comprehensive information about all aspects of studying in Egypt. We also run a dedicated marketing program to grant reach to international students interested in studying in Egypt. Our aim is to help international students make an informed decision on where to apply and how to prepare for an significant education to pursue their career life successfully. 

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•            Focus on building future leaders
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•            Expand our network of International Higher Education Partners
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Built our vision and mission that education serves as a keystone in improving society and building better futures for all, we commit to our core values of: Collaboration and Public Engagement We commit to working collegially and cooperatively in establishing productive partnerships with our education services providers and public communities. Through these partnerships, we strive to improve education and the quality of life for all to ensure a better future for everyone. Excellence We strive for excellence in all our academic pursuits. We are committed to innovation in our teaching methodologies, research, and outreach to our communities. We commit to continuous self-improvement to achieve excellence in all our endeavors through our Centers of Excellence Equal Opportunities We believe that education should be available in its highest quality for everyone alike. Equal opportunities for International and national students to learn and serve their communities. Diversity We are committed to providing education environment that is supportive, safe, and welcoming. We are committed to ensuring intercultural and international diversity in our curriculum and our people. We embrace all aspects of human diversity and value its necessity to ensure a welcoming learning community. Student Focus We are committed to fostering the professional and personal growth of all students by promoting lifelong learning and leadership development. These interests are the primary focus of our global strategies.

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Reviews of National Policies for Education

Reviews of national policies for education: higher education in egypt 2010.

Reviews of National Policies for Education offer customised, in-depth analysis and advice to assist policy makers in developing and implementing education policy. Individual reviews can focus on a specific policy area, a particular level of education or a country’s entire education system. These reviews are conducted at the request of the country concerned.

English Also available in: Spanish , French

• ISSN: 19900198 (online)
• https://doi.org/10.1787/19900198
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In recent years, the Government of Egypt has driven major reforms for modernising the country. However, Egypt’s higher education system has remained largely unchanged and without fundamental reform of the sector the country will face difficulties in improving its competitiveness.

This independent review of Egypt’s higher education system focuses on areas in need of attention by policy makers and stakeholders, including system steering and institutional governance; student access to higher education; educational quality and effectiveness; research, development and innovation; and finance. It contains an analysis of the system and valuable recommendations which, taken together, represent a major programme of structural and cultural reform of Egyptian higher education over the decade to 2020.

08 Apr 2010 308 pages English Also available in: Arabic

https://doi.org/10.1787/9789264084346-en 9789264084346 (PDF)

Author(s): OECD and The World Bank

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U.S.-Egypt Higher Education Initiative

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The U.S.-Egypt Higher Education Initiative (HEI) is an investment in Egypt’s future that provides educational opportunities for high-achieving Egyptians to learn skills that will better meet the needs of a 21st century economy. In partnership with the Government of Egypt and the private sector, the U.S. Government is providing thousands of Egyptians with access to higher education opportunities in Egypt and the United States and facilitating strategic partnerships in key fields to strengthen Egypt’s economy.

During this multi-year initiative, the U.S. Government will grant scholarships to over a thousand talented Egyptians – women and men from underserved communities in rural and urban areas – to Egyptian and American universities in fields that will help them reach their aspirations and contribute to Egypt’s economic prosperity. The scholarship components that will still be open for application in 2016 are:

• HEI Local Scholarships for Public Universities: This activity provides 387 scholarships to Egyptian public school graduates to pursue programs in public universities. As part of this program, students will have dedicated career counselors provide advice and support to enable them to achieve excellence in their programs; English language training to increase their proficiency; and opportunities to broaden and apply their learning through internships, business/entrepreneurship experiences, and U.S. study programs. For more information check: www.amideast.org/hei
• HEI Local Scholarships for Private Universities: This project provides 195 scholarships to Egyptian public school graduates to pursue programs in Egyptian private universities. These scholarships will also provide academic skill building, counseling and support to enable them to achieve excellence in their programs; English language training to increase their proficiency; and opportunities to broaden and apply their learning through internships, business/entrepreneurship experiences, and U.S. study programs. For more information check: iie.org/en/Programs/HEI-Private-University-Scholarships-Program
• Fulbright Scholarships: Under the auspices of HEI, Fulbright scholarships will be granted to 80 Egyptians for master’s degree programs in the U.S. in fields of study critical to the economic development of Egypt. These scholarships will be targeted toward high achieving, economically disadvantaged students from across Egypt, and will help them acquire leadership and employment skills, English language training, and a first-hand understanding of American society. Scholars will return to Egypt to join the public and private sectors, equipped to take on leadership roles and engage in civic participation in their communities. For more information check: www.fulbright-egypt.org

Other components of the U.S.-Egypt Higher Education Initiative include:

HEI Partnership Program: A component of HEI, this partnership program develops the long-term institutional capacity of Egyptian universities and technical colleges to generate the human capital needed to sustain economic growth and competitiveness. Through faculty exchanges and joint research, a coalition of Egyptian and U.S. universities and private sector partners will transform faculties within Egyptian higher education institutions to reflect the knowledge and skills required of a modern economy; build a critical mass of individuals and institutions able to address strategic challenges vital to Egypt’s sustainable development and economic prosperity; and strengthen the global competitiveness of the Egyptian private sector.

HEI STEM and MBA Scholarships for Women: Under the U.S.-Egypt Higher Education Initiative, this project provided scholarships to talented, high-achieving Egyptian women to pursue MBAs and undergraduate degrees in STEM fields in the U.S, with the aim of creating a cadre of highly-trained women leaders in these fields. This component of the initiative is now closed for application.

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The nation of Egypt has been a cornerstone of the Arab world for millennia, since irrigation of the river Nile allowed vegetation to flourish and a civilisation to expand. To this day it is a cultural hub, with people travelling from around the world for events such for the Abu Simbel Sun Festival, and nationwide annual celebrations on the Islamic holy festival of Eid. 

Egypt’s capital Cairo is one of the most populous cities in the world, and is a centre of great social and political significance. While a hot, arid climate can be found across the entirety of Egypt, the "heat circle" of buildings in Cairo has seen the capital hit temperatures of 47°C in the recent years. The University of Cairo has its main campus in Giza, on a site across the Nile and opposite the bustling city. 

Egypt is also a nation with an unparalleled history, with an ancient civilisation that arose in 3100BC and remained the dominant force in the Mediterranean until being conquered by Alexander The Great almost three millennia later. The Library of Alexandria was a global centre of education during this period, and while the library was destroyed thousands of years ago, the University of Alexandria is today one of Egypt’s foremost institutions of higher learning. 

As well as the faces of antiquity such as Cleopatra and Tutankhamen, modern Egypt is known for such figures as journalist Mona Eltahawy and Arab leader Gamal Abdel Nasser.

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Universities in Egypt

Higher education in egypt.

What are the most popular Universities and Colleges in Egypt? uniRank answers this question by publishing the 2024 Egyptian University Ranking of 59 Egyptian higher-education institutions meeting the following uniRank selection criteria:

• being chartered, licensed or accredited by the appropriate Egyptian higher education-related organization .
• offering at least three-year bachelor's degrees or postgraduate master's or doctoral degrees
• delivering courses predominantly in a traditional, non-distance education format

2024 Ranking of Egyptian Universities New

Explore the uniRank League Table and University Ranking of 59 Colleges and Universities in Egypt

2024 Sub-rankings by Governorates New

The Arab Republic of Egypt is divided into 27 governorates which are further subdivided into municipal divisions or districts. The larger number of higher education institutions meeting the uniRank selection criteria are located in the Cairo Governorate, which hosts the capital and largest city of Cairo. The following uniRank sub-rankings or league tables take into account all provinces which include at least 2 Egyptian higher education institutions meeting the uniRank selection criteria.

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• Egyptian Universities by Town Looking for tertiary institutions located in a particular Egyptian town or city? Start your search on this uniRank webpage.
• Top Public Universities in Egypt Discover Egyptian public higher education institutions with potentially lower tuition fees on this uniRank webpage.
• Top Private Universities in Egypt Find out about Egyptian private higher education institutions available in the uniRank selection.
• Top Non-Profit Universities in Egypt Explore Egyptian not-for-profit higher education institutions with potentially lower tuition fees on this uniRank webpage.
• Top For-Profit Universities in Egypt Looking for Egyptian for-profit higher education institutions? Check out this uniRank list.
• Top Egyptian Universities on Facebook See which tertiary institutions in Egypt have the most followers on Facebook, according to uniRank.
• Top Egyptian Universities on Twitter Discover the Universities in Egypt that are most followed on Twitter, according to uniRank.
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• Top Egyptian Universities on YouTube Explore the Universities in Egypt with the most subscribed channels on YouTube, according to uniRank.

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List of 48 Best Universities in Egypt (2024 Fees)

Once home to popular an ancient civilization carved in history, Egypt is now famous for its world-class universities and a unique mix of African, Mediterranean, and Middle Eastern cultures. International students flock to this country because of its inexpensive living costs, rich history and culture, and prominent education institutions.

Egypt puts a huge emphasis on its higher education programs, thereby making universities in Egypt more globally competitive. Its top universities include the American University in Cairo , Cairo University , Ain Shams University , Alexandria University , and the Mansoura University . Moreover, studying and living in Egypt will incur considerably lesser costs than in other countries. Approximately, an international student would spend $7,000 to $14,000 for a degree program in a university in Egypt. Students in Egypt will also have the chance to be exposed to world-renowned historic sites like the Great Pyramids, the Valley of the Kings, the Temples of Karnak, and other monuments. Egypt will offer international students how it is to relive the past while dwelling optimistically in the present.

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Table of Contents

Facts about universities in egypt, what is education like in egypt, quick facts about egypt.

• Currently, Egypt has 20 public universities with 2 million enrolled students and 23 private universities with 60,000 enrolled students.
• The academic year in Egypt starts on the second or third week of September and ends in mid-June. It is split into two terms: first semester (September to January) and second semester (February to June).
• Most undergraduate degree programs in Egypt take four years to complete, except degrees in the medical sciences that take six years of education and one more year of practical training.
• Graduate degree programs may take two to five years to complete including research and training.
• Postgraduate degree programs take three years to complete.
• Tuition fee in universities in Egypt is on a per-credit-hour basis. Typically, a degree program requires 15-20 credit hours. Each credit hour is approximately $500.

As with the education system in most countries, the education structure in Egypt has undergone various reforms before it became how it is today. The Ministry of Education and the Ministry of Higher Education are the two responsible government authorities on Egyptian education – the former oversees the first stage of education (pre-higher education) and the latter manages the second stage of education (higher education).

There are government schools that are classified into Arabic-speaking schools and English-speaking schools. Likewise, private schools are also present in Egypt which are classified according to their specialised programs.

• Egypt has the world’s largest Arabic population. The Arab Republic of Egypt has approximately 92 million residents.
• Ninety percent of Egyptians are Muslims.
• Egyptians take Fridays and Saturdays as their weekends.
• Modern Standard Arabic is Egypt’s official language, although English and French are also widely used.
• In 1922, Egypt became an independent country.
• The oldest dress in the world is 5,000 years old and comes from Egypt.
• Rain is not too frequent in Egypt. On average, only an inch of rain falls in Egypt every year.
• Although the paper was invented in China, Egyptians had first used the papyrus -- a thick writing material from the Cyperus papyrus plant.
• Egyptians are popular for their inventions of eye makeup, wigs, woven cloth, glass-making, toothpaste, door lock, and surgery treatise.

With all Egypt has to offer, your study abroad experience in Egypt will definitely be a rewarding one. Don’t you think?

Below is a comprehensive list of all universities in Egypt (Cairo, Giza, 6th of October City, Sheikh Zayed City, El Hawamdeya, Bardrashin, El Saff, Atfih, El Ayyat, Bawiti, Manshiyat al Qanater, Awsim, Kerdasa, Abu El Namras, Qalyubia, Benha, Qalyub, Shubra El Kheima, El Qanater El Khayreya, Khanka, Kafr Shukr, Toukh, Qaha, Obour City, Khusus, Shibin El Qanater, Alexandria, Borg El Arab, New Borg El Arab, Beheira, Damanhur, Kafr El Dawwar, Rosetta, Edku, Abu El Matamir, Abu Hummus, El Delengat, El Mahmoudiyah, El Rahmaniya, Itay El Barud, Hosh Issa, Shubrakhit, Koum Hamada, Badr, Wadi El Natrun, New Nubariya, Matrouh, Mersa Matruh, El Hamam, El Alamein, El Dabaa, El Negaila, Sidi Barrani, Sallum, Siwa Oasis, Damietta, New Damietta, Ras El Bar, Faraskur, Kafr Saad, El Zarqa, Assarw, Arrawda, Kafr El Battikh, Ezbet El Borg, Mit Abu Ghaleb, Dakahlia, Mansoura, Talkha, Mit Ghamr, Dekernes, Aga, Minyat An-Nasr, El Senbellawein, El Kurdi, Bani Ebaid, El Manzala, Temay El Amdeed, El Gammalia, Sherbin, El Matareya, Belqas, Mit Salsil, Gamasa, Mahallat Damana, Nabaruh, Kafr El Sheikh, Desouk, Fuwwah, Metoubes, Baltim, El Hamool, Biyala, El Reyad, Sidi Salem, Qallin, Sidi Ghazi, Borg El Burulus, Gharbia, Tanta, El Mahalla El Kubra, Kafr Az-Zayyat, Zefta, As-Santa, Qutur, Basyoun, Sebennytos, Monufia, Shibin El Kom, Sadat (city), Menouf, Sirs Al-Layyan, Ashmoun, El Bagour, Quesna, Birket El Sab, Tala, Shuhada, Sharqia, Zagazig, 10th of Ramadan (city), Minya El Qamh, Bilbeis, Mashtool El Souk, Al-Qinayat, Abu Hammad, El Qurein, Hihya, Abu Kebir, Faqous, El Salheya El Gedida, El Ibrahimiya, Diyarb Negm, Kafr Saqr, Awlad Saqr, El Husseiniya, Tanis, Monshaat Abu Omar, Port Said, Port Fuad, Ismailia, Fayed, El Qantara East, El Qantara West, Tell El Kebir, Abu Suwir, Kassassin, Suez, North Sinai, Arish, Sheikh Zuweid, Rafah, Bir al-Abd, El Hasana, Nekhel, South Sinai, El Tor, Sharm El Sheikh, Dahab, Nuweiba, Taba, Saint Catherine, Abou Redis, Abu Zenima, Ras Sedr, Beni Suef, New Beni Suef, Al Wasta, Nasser, Heracleopolis Magna, Biba, Sumusta, El Fashn, Faiyum, New Faiyum, Tamiya, Sinnuris, Itsa, Ibsheway, Yousef El Seddik, Minya, New Minya, El Idwa, Maghagha, Beni Mazar, Matai, Samalut, Al Madinah Al Fikriyyah, Mallawi, Dir Mawas,  Asyut, New Asyut, Dairut, Manfalut, El Quseyya, Abnub, Abu Tig, El Ghanayem, Sahel Selim, El Badari, Sidfa, New Valley, El Kharga, Baris, Mut, Farafra, Balat, Red Sea, Hurghada, Ras Ghareb, Safaga, El Qoseir, Marsa Alam, Shalateen, Halayeb, Sohag, New Sohag, Akhmim, New Akhmim, El Balyana, El Maragha, Ptolemais Hermiou, Dar El Salam, Girga, West Juhayna, Saqultah, Tima, Tahta, Qena, New Qena, Abu Tesht, Nag Hammadi, Dishna, El Waqf, Qift, Naqada, Qus, Farshut, Luxor, New Luxor, New Thebes, Zainiya, Bayadiya, Kurna, Armant, El-Tod, Esna, Aswan, New Aswan, Daraw, Kom Ombo, Nasr Al- Nuba, Kalabsha, Edfu, Radisia, Busylia, Sebaiya, Abu Simbel). Edarabia strives to offer the latest updates, helping you find the best university in Egypt with information on tuition fees, accreditation details, videos, photos, location map, community reviews and ratings.

Edarabia showcases all universities and colleges in Egypt which can be filtered by courses and tuition fees. International students looking to get a degree in Egypt can choose from a diverse range of programs and diplomas and obtain their Bachelor’s, Master’s, PhDs (or MBAs) from some of the top-rated institutions. Some universities also offer online courses through which students can apply for distance learning and get an online degree in certain fields.

Students who require financial aid can apply for scholarships in order to study higher education at a lower cost. Student visas and accommodation are also provided to students at many universities. There are study abroad and exchange programs offered in order to promote language development skills while giving students the opportunity to interact with other cultures around the world. Additionally, each university/college has ratings based on student reviews and are ranked below accordingly.

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EGP 203,000

Future University in Egypt

• Address: Southern 90th St., Fifth Settlement
• Founded: 2006
• EGP 142,250

American University in Cairo

• Address: AUC Avenue
• Founded: 1919

Misr University for Science and Technology

• Address: Al Motamayez District
• Founded: 1996

German University in Cairo (GUC)

• Address: El-Tagamoa El-Khames
• Founded: 2003

British University in Egypt

• Address: El Sherouk City, Suez Desert Road
• Founded: 2005

Mansoura University

• Address: 60, El Gomhoria Street Mansoura 35516
• Founded: 1972

Modern Sciences & Arts University

• Address: 26 July Mehwar Road intersection with Wahat Road

October 6 University

• Address: 6th of October City, Giza Governorate

Pharos University in Alexandria

• Address: Canal El Mahmoudia Street

Al Azhar University

• Address: Yosief Abbas Street
• Founded: 1961

Cairo University

• Address: 1 Gamaa Street
• Founded: 1908

Egyptian American Center

• Address: 117 ahmed shawky st. Mohamed Mahfouz Tram Station

Kafr el-Sheikh University

• Address: El Gish St, Qism Kafr El-Shaikh

Menoufia University

• Address: Gamal Abd El Nasr st
• Founded: 1976

Misr International University

• Address: Ismailia Road Ahmed Orabi District

Nile University

• Address: Juhayna, Square on 26th of July Corridor, Sheikh Zayed

October University for Modern Sciences and Arts

Ain Shams University

• Address: Khalifa El-Maamon St
• Founded: 1950

Assiut University

• Address: Libraries Street, Markaz El-Fath
• Founded: 1957

Banha University

• Address: Fareed Nada Street

Egyptian Russian University

• Address: Cairo-Suez road

Military Technical College

• Address: Al-Khalifa Al-Maamoon Street Kobry Elkobbah

The American University in Cairo - The School of Continuing Education

• Address: 24 El Falaki Street, Bab El Louk
• Founded: 1924

Zagazig University

• Address: Markaz El-Zakazik, Ash Sharqia
• Founded: 1974

Ahram Canadian University

• Address: 4th Industrial Zone, Banks ComplexØŒ Giza Governorate

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List of government, foreign universities and institutes accredited in Egypt

First: Public Universities

Cairo University

Alexandria University

Ain Shams University

 Assiut University

Tanta University

Mansoura University

Zagazig University

Helwan University

Menia University

Menoufia University

Suez Canal University

South Valley University

Banha University

Fayoum University

Beni Suef University

Kafr Elsheikh University

Sohag University

Port Said University

Damanhour University

Aswan University

Damietta University

Sadat City University

Suez University

Arish University

New Valley University

Matrouh University

Luxor University

Second: Private and private universities

6th October University

October University for Modern Sciences and Arts

Misr University for Science and Technology

Misr International University

German University in Cairo

Al-Ahram Canadian University

The British University in Egypt

Modern university for technology and information

Sinai University

Pharos University in Alexandria

Al-Nahda University in Beni Suef

Future university

Egyptian Russian University

Delta University for Science and Technology in Gamasa

Heliopolis University

New Giza University

Deraya University, Minya

Badr University

Horus University

Egyptian Chinese University

Merritt University

Sphinx University

Peace University

King Salman International University

El Alamein International University

Galala University

New Mansoura National University

Nile National University

French University in Egypt

The Egyptian E-learning National University

Third: Universities under special laws

Science and Technology Zewail City of Science and Technology.

Fourth: Universities with international agreements

The American University in Cairo

Egyptian-Japanese University of Science and Technology

German International University in the Administrative Capital (GIU)

University of ASSELSKA.

University of Berlin, El Gouna

Senghor University

Fifth: Universities with framework agreements

Arab Academy for Science, Technology and Maritime Transport

Arab University

Sixth: Branches of foreign universities accredited in accordance with Law 162 of 2018 according to  republican decrees

The Canadian Universities Foundation in Egypt, which hosts the University of Prince Edward Island branch.

The International Knowledge Universities Foundation, which hosts the British Coventry University branch.

Global Foundation, which hosts the British branch of the University of Hertfordshire.

The “European Universities in Egypt” which hosts a branch for each of universities (London, Central Lancashire).

Seventh: Technological Universities: Established Accredited According to Law No. 72 of 2019

New Cairo University of Technology.

Delta Technological University.

Beni Suef University of Technology

Eighth: Academies supervised by the Ministry of Higher Education:

Sadat Academy for Administrative Sciences.

Ninth: Higher institutes

The number of existing private higher institutes is 189, distributed over specialized academic sectors as follows:

54 private higher engineering institutes, 72 private higher institutes “commercial divisions, computer sciences and information systems”.

In addition to 20 private higher institutes for languages ​​and media, 18 private higher institutes for tourism and hotels, 17 private higher institutes for social service, 5 private high-tech institutes of applied health sciences and nursing, 2 private higher institutes of agriculture, 1 higher institute of Islamic studies

Private Higher Institutes “Commerce, Computer Science and Information Systems

  It includes (72) institutes:

Future Higher Institute for Specialized Technological Studies

Modern Academy for Computer Science and Management Technology in Maadi

Higher Institute of Computer Science and Information Systems, 6th of October

Higher Institute of Computer in King Mariout - Alexandria

Higher Institute of Computer and Management Technology in Sohag

Obour Higher Institute for Management, Computers and Information Systems

Higher Institute For Computer and Business Administration in Zarqa - Damietta

Thebes Higher Institute for Computer and Administrative Sciences in Cairo

Delta Higher Institute For Computers in Mansoura

The Higher Institute of Computer and Information Systems in Abu Qir, Alexandria

Gezira Higher Institute for Computer and Management Information Systems in Mokattam

Pharaohs Higher Institute for Computer, Information Systems and Management in Mariouteya - El Haram

The Higher Institute for Computers and Information Technology in El-Shorouk City

The Higher Institute for Computer Science and Information Systems, Fifth Settlement, New Cairo

Higher Institute of Management and Computer in Ras El-Bar

Higher Institute of Computers, Information and Management Technology in Tanta

The Higher Institute of Management and Information Technology in Kafr El-Sheikh

The Higher Institute of Computers and Management Information Systems in the first assembly

Higher Institute of Computers, Management Information Systems and Management Sciences in Shubra El-Kheima

Cairo Higher Institute for Engineering, Computer Science and Management in Fifth Settlement - New Cairo

Canadian Higher Institute for Engineering and Management Technology in Fifth Settlement - New Cairo

The International Academy forEngineering and Media Sciences, 6th of October

Akhbar Alyoum Academy in 6th of  October city

Higher Technological Institute, Tenth of Ramadan

Higher Technological Institute, Marsa Matrouh Branch

Cairo Higher Institute for Languages, Interpretation and Administrative Sciences in Mokattam

Al-Alsun Higher Institute for Tourism and Hotels in Nasr City

The Higher Institute of Tourism, Hotels and Computer in Seyouf - Alexandria

Higher Institute for Specific Studies in Heliopolis

Higher Institute for Specific Studies in Giza

Sinai Higher Institute for Specific Studies in Arish

Higher Institute of Cooperative and Administrative Studies in El Mounira

New Cairo Higher Institute for Administrative Sciences and Computer in the first assembly - New Cairo

Higher Institute of Commercial Sciences and Computer in Arish

Nile Higher Institute for Commercial Sciences and Computer Technology in Mansoura

Misr Higher Institute of Trade and Computers in Mansoura

Higher Institute of Advanced Administrative Sciences and Computers in Abi El Matamir - Beheira Governorate

High Valley Institute for Management, Finance and Information Systems in Qalyubia

Higher Institute of Administrative Sciences in 6th of October

Thebes Higher Institute for Management and Information Technology on Saqqara Road - Giza

Egyptian Institute of Alexandria Academy of Management and Accounting

Al-Madina Higher Institute for Management and Technology in Shubra Mint

Higher Institute of Administrative Sciences in Katameya

Higher Institute of Administrative Sciences and Foreign Trade in New Cairo

Higher Institute for Advanced Studies in Haram

Higher Institute for Advanced Studies in Katameya

Abbasia Institute for Computers and Commercial Sciences

Suez Institute for Management Information Systems

Canadian Higher Institute of Management, 6th of October

Higher Institute for Management and Information Technology in Minya

Institute of Administration, Secretarial and Computer, Coptic Girls College in Abbasiya

Institute of Administration and Secretarial in Old Cairo

Institute of Management and Secretarial Ramses College for Girls

Higher Institute of Administrative Sciences in Janaklis - Beheira

The Higher Institute of Administrative Sciences in Al-Abbas, Belbeis Road - Sharkia

Giza Higher Institute for Administrative Sciences, Tamoh, Giza

Higher Institute of Administrative Sciences in Osim

Higher Institute of Administrative Sciences in Belqas

Higher Institute of Commercial Sciences in Mahalla al-Kubra

Al-Agamy Higher Institute for Administrative Sciences in Alexandria

Higher Institute of Administrative Sciences in Manzala - Dakahlia

Higher Institute of Administrative Sciences in Sohag

Higher Institute of Administrative Sciences in Beni Suef

Ras El Bar Higher Institute for Qualitative Studies and Computer in Ras El Bar - Damietta Governorate

Raya Higher Institute of Management and Foreign Trade in New Damietta

Higher Institute of Marketing, Commerce and Information Systems

Higher Institute of Information Technology in Badr City

International Institute for Languages ​​and Interpretation - New Cairo

October Institute of Engineering and Management in 6th of October

Higher Institute of Optical Technology in Heliopolis

Higher Institute of Management and Accounting in Sohag

October Higher Institute for Economics

Private Higher Institutes for languages ​​and media

It includes (20) institutes:

Higher Institute of Languages ​​in Heliopolis

Higher Institute of Languages ​​in 6th of October

Higher Institute of Knowledge for Languages ​​and Translation in Zaytoun

Al-Madina Higher Institute for International Languages ​​- Shubra Mint

Higher Institute of Languages ​​in Mansoura

Minya Higher Institute of Languages

Higher Institute of Languages ​​and Interpretation in Aswan

Higher Institute for Media and Communication Arts, 6th of October

Canadian Higher Institute for Modern Media Technology, Fifth Settlement

The Higher International Media Institute in El Shorouk City

Al Jazeera Institute for Media and Communication Sciences in Mokattam

Alexandria Higher Institute for Media in Smouha

The International Academy of Engineering and Media Sciences, 6th of October

Higher Institute of Literary Studies in King Mariout - Alexandria

Akhbar Alyoum Academy on October 6

Higher Technological Institute for Information in Minya

Higher institutes for tourism and hotels:

It includes (18) institutes:

Higher Institute of Tourism and Hotels in 6th of October

The Egyptian Higher Institute for Tourism and Hotels in Heliopolis

Sinai Higher Institute for Tourism and Hotels in Ras Sidr - South Sinai

Cairo Higher Institute for Tourism and Hotels in Mokattam

Higher Institute of Tourism and Hotels in King Mariout - Alexandria

The Higher Institute of Tourism and Hotels in Alexandria (EGOTH)

Higher Institute of Tourism and Hotels in Luxor

Higher Institute of Tourism and Hotels in Hurghada

Pharaohs Higher Institute for Tourism and Hotels in Mariouteya - El Haram

The Higher Institute of Tourism and Hotels and the Restoration of Antiquities in Abu Qir, Alexandria

The Higher Institute of Tourism and Hotels in Ismailia (EGOTH)

Higher Institute for Hotel and Tourism Studies in New Damietta

Higher Institute of Tourism and Hotels in Badr City

Higher institutes of social service

It includes (17) institutes:

Higher Institute of Social Work in Cairo

Higher Institute of Social Work in Alexandria

Higher Institute of Social Work in Kafr El-Sheikh

Higher Institute of Social Work in Damanhour

Higher Institute of Social Work in Aswan

Higher Institute of Social Work in Benha

Higher Institute of Social Work in Mansoura

Higher Institute of Social Work in 6th of October

Higher Institute of Social Work in Aswan - Qena Branch

Higher Institute of Social Work in Port Said

Higher Institute of Social Work in Sohag

Higher Institute of Social Work in Kafr Saqr - Sharqia

Intermediate Institute of Social Work in Garden City

Intermediate Institute of Social Work in Alexandria

Intermediate Institute of Social Work in Kafr El-Sheikh

Intermediate Institute of Social Work in Aswan

Intermediate Institute of Social Work in Sohag

Private high-tech Institutes

It includes (5) institutes:

Technical Institute of Nursing in El Gouna - Red Sea Governorate

Technical Institute of Nursing in Dakahlia

Higher Institute of Applied Health Sciences in Badr City

Higher Institute of Applied Health Sciences in Sohag

Higher Institute of Applied Health Sciences in Minya

Agricultural higher private institutes

It includes (2) institutes:

Higher Institute for Agricultural Cooperation in Shubra El-Kheima

Higher Institute of Agricultural Cooperation and Extension in Assiut

Intermediate technical institutes:

Industrial Technical Institute in Mataria

Industrial Technical Institute of Optics

Technical Institute of Hotels in Mataria

Commercial Technical Institute in Mataria

Industrial Technical Institute in Shubra

Commercial Technical Institute in Shubra

Industrial Technical Institute in Al Sahafa Street

Rawda Technical Commercial Institute

Industrial Technical Institute for Building Materials in Helwan

Technical Institute of Irrigation, Drainage and Survey in Matariya

Industrial Technical Institute in Banha

Technical Commercial Institute in Banha

Industrial Technical Institute of Quesna

Technical Commercial Institute of Quesna

Commercial Technical Institute in Tanta

Industrial Technical Institute in Zagazig

Commercial Technical Institute in Zagazig

Industrial Technical Institute in Mahalla al-Kubra

Technical Commercial Institute in Mahalla Al-Kubra

Commercial Technical Institute in Damietta

Technical Commercial Institute in Mansoura

Commercial Technical Institute in Damanhour

Industrial Technical Institute in Alexandria

Technical Commercial Institute in Alexandria

Technical Institute of Hotels in Alexandria

Industrial Technical Institute for Maritime Establishments in Port Said

Industrial Technical Institute in Port Said

Technical Commercial Institute in Port Said

Technical Institute for Tourism and Hotels in Port Said

Industrial Technical Institute in Bir Al-Abed

Commercial Technical Institute in Arish

Industrial Technical Institute of Irrigation, Drainage and Survey in Assiut

Commercial Technical Institute in Assiut

Industrial Technical Institute in Sohag

Technical Commercial Institute in Sohag

Industrial Technical Institute of Aluminum in Nagaa Hammadi

Industrial Technical Institute in Qena

Industrial Technical Institute of Irrigation, Drainage and Survey in Qena

Commercial Technical Institute in Qena

Technical Institute for Tourism and Hotels in Qena

Intermediate Institute of Social Work in Qena

Industrial Technical Institute for the Restoration of Antiquities in Luxor

Industrial Technical Institute in Aswan

Technical Commercial Institute in Aswan

Upper Intermediate Technical Institute of Railway Technology

Technical Institute of Nursing at Nile Valley Hospital

Ministry website

http://portal.mohesr.gov.eg/ar-eg/Pages/default.aspx

The Ministry of Higher Education and Scientific Research Account on (Facebook)

https://www.facebook.com/MOHESREGYPT

The Ministry of Higher Education and Scientific Research Account on (Instagram)

https://www.instagram.com/mohesregypt

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Higher Education Fact Sheet

Launched in 2015, the U.S.-Egypt Higher Education Initiative (HEI) provides scholarships to hundreds of talented women and men from underserved communities throughout Egypt to study at premier Egyptian and American universities in fields crucial to Egypt’s sustained economic growth and development. This has resulted in a cadre of young professionals committed to Egypt’s long-term development goals.

Through the U.S.-Egypt Science and Technology Joint Fund, USAID is building the capacity of Egyptian science and technology institutions, including universities and institutes of higher education, to address development challenges and promote economic growth through applied scientific research and technology commercialization.

USAID is also partnering with Egyptian public universities to establish centers for career development to provide career guidance, employment skills, and technical training to Egyptian students – a key linkage uniting higher education and economic growth initiatives.

Fueled by increased demand, the Egyptian higher education system has expanded rapidly in the past few decades. The university and technical college systems face challenges such as underfunding and misalignment with the needs of potential employers. Public universities are often overcrowded, resulting in diminished teacher effectiveness and poor returns on education. Disadvantaged students also often lack opportunities to study at the best public and private universities. Despite being one of the world’s largest exporters of skilled labor, Egypt faces a shortage of appropriately skilled technical and professional workers, making it more difficult for the private sector to deploy technologically advanced processes, products, and services.

Through the establishment of three Centers of Excellence, USAID and its partner, the Egyptian Ministry of Higher Education and Scientific Research, will increase the capacity of Egypt’s higher education institutions to drive innovation, share best practices, and create linkages between research and the public and private sectors in the areas of agriculture, water, and energy.

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• Number of students in higher education in Egypt 2009-2022

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Statistics on " Education sector in Egypt "

• Number of children out of school in Egypt 2010-2021
• Youth literacy rate in Egypt 1976-2022
• Gender parity index in youth literacy in Egypt 1976-2022
• Duration of compulsory education in Egypt 2004-2023
• Number of school students enrolled in Egypt 2021/2022, by institution
• Gross pre-primary school enrollment ratio in Egypt 2009-2019
• Gross primary school enrollment ratio in Egypt 2009-2019
• Gross secondary school enrollment ratio in Egypt 2011-2021
• Number of graduates of TVET in Egypt 2021/2022, by specialty and gender
• Number of Al-Azhar students in Egypt 2021/2022, by educational level
• Gross tertiary school enrollment ratio in Egypt 2011-2022
• Number of enrollment of public university students in Egypt 2012/2013-2021/2022
• Number of enrollment of private university students in Egypt 2012/2013-2021/2022
• Leading public universities in Egypt by number of enrolled students 2021/2022
• Leading private universities in Egypt by number of enrolled students 2021/2022
• Number of students in higher education in Egypt 2013-2022, by nationality
• Egyptian students in tertiary education abroad 2009-2021
• Egyptian students in tertiary education abroad by region in 2018
• Number of teaching staff in Egypt 2021/2022, by educational level
• Number of teachers in pre-primary education in Egypt 2016-2019
• Number of teachers in primary education in Egypt 2016-2019
• Number of teachers in secondary education in Egypt 2016-2019
• Number of Al-Azhar teaching staff in Egypt 2019/2020, by educational level
• Number of schools in Egypt 2021/2022, by educational level
• Number of Al-Azhar institutes in Egypt 2021/2022, by educational level
• Number of additional school seats required in Egypt by sector and level 2022/2023
• Total consumer spending on education in Egypt 2014-2029
• Per capita consumer spending on education in Egypt 2014-2029
• Real total consumer spending on education in Egypt 2014-2029
• Real per capita consumer spending on education in Egypt 2014-2029

Other statistics that may interest you Education sector in Egypt

• Basic Statistic Total population of Egypt 2023, by age group
• Basic Statistic Number of children out of school in Egypt 2010-2021
• Basic Statistic Literacy rate in Egypt 2022
• Premium Statistic Youth literacy rate in Egypt 1976-2022
• Premium Statistic Gender parity index in youth literacy in Egypt 1976-2022
• Premium Statistic Duration of compulsory education in Egypt 2004-2023

Pre-university education

• Premium Statistic Number of school students enrolled in Egypt 2021/2022, by institution
• Premium Statistic Number of enrollment of students by educational level in Egypt 2021/2022
• Premium Statistic Gross pre-primary school enrollment ratio in Egypt 2009-2019
• Premium Statistic Gross primary school enrollment ratio in Egypt 2009-2019
• Premium Statistic Gross secondary school enrollment ratio in Egypt 2011-2021
• Premium Statistic Number of graduates of TVET in Egypt 2021/2022, by specialty and gender
• Premium Statistic Number of Al-Azhar students in Egypt 2021/2022, by educational level

Tertiary education

• Premium Statistic Gross tertiary school enrollment ratio in Egypt 2011-2022
• Premium Statistic Number of students in higher education in Egypt 2009-2022
• Premium Statistic Number of enrollment of university students by educational sector in Egypt 2021/2022
• Premium Statistic Number of enrollment of public university students in Egypt 2012/2013-2021/2022
• Premium Statistic Number of enrollment of private university students in Egypt 2012/2013-2021/2022
• Premium Statistic Leading public universities in Egypt by number of enrolled students 2021/2022
• Premium Statistic Leading private universities in Egypt by number of enrolled students 2021/2022

International student mobility

• Premium Statistic Number of students in higher education in Egypt 2013-2022, by nationality
• Premium Statistic Egyptian students in tertiary education abroad 2009-2021
• Premium Statistic Egyptian students in tertiary education abroad by region in 2018
• Premium Statistic Number of teaching staff in Egypt 2021/2022, by educational level
• Premium Statistic Number of teachers in pre-primary education in Egypt 2016-2019
• Premium Statistic Number of teachers in primary education in Egypt 2016-2019
• Premium Statistic Number of teachers in secondary education in Egypt 2016-2019
• Premium Statistic Number of Al-Azhar teaching staff in Egypt 2019/2020, by educational level
• Premium Statistic Number of schools in Egypt 2021/2022, by educational level
• Premium Statistic Number of Al-Azhar institutes in Egypt 2021/2022, by educational level
• Premium Statistic Number of additional school seats required in Egypt by sector and level 2022/2023

Expenditure

• Premium Statistic Total consumer spending on education in Egypt 2014-2029
• Premium Statistic Per capita consumer spending on education in Egypt 2014-2029
• Premium Statistic Real total consumer spending on education in Egypt 2014-2029
• Premium Statistic Real per capita consumer spending on education in Egypt 2014-2029

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Egypt Focuses On Aligning Higher Education With Job Market Needs

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“We're building a national workforce capable of competing in the job market,” Ashour said. The Ministry is prioritising the development of a training and qualification system that bridges the gap between education and the job market, he explained.

Key initiatives include the establishment of 37 university-based vocational development centres in 29 universities in the first phase, expanding to 46 centres by 2026. The project, funded with $63m from a cooperation protocol with the United States Agency for International Development (USAID) and the American University in Cairo, aims to equip students with the skills needed for the modern job market.

The ministry is also launching a comprehensive national digital platform, the National Dashboard – National CSM, as well as seven university-based platforms, to connect students with potential employers and manage their career paths.

The BeReady initiative, launched in its pilot phase, has successfully trained and employed thousands of students and graduates. The initiative, supported by the International Labour Organization and the UK Foreign, Commonwealth and Development Office, has provided training in essential skills, English, and digital employment opportunities.

The initiative's second phase, funded by the Dutch Embassy with $200,000, aims to train and place another 2,000 students and graduates.

The BeReady initiative is also being expanded into a pilot program for nursing in Upper Egypt, in partnership with the Magdi Yacoub Heart Foundation and USAID.

The ministry is also incorporating the FutureSkills4All program within the BeReady initiative, which will equip 2,000 students and graduates with in-demand future skills through practical training in high-demand fields.

To further support students, the ministry is working on a draft law to establish a fund that will provide comprehensive services to Egyptian university students and graduates. The fund will offer specialised guidance and training programs, support university-based career centres, and create partnerships with the private sector to generate job opportunities for graduates.

These initiatives demonstrate Egypt's commitment to building a strong bridge between universities and the job market, ensuring that graduates are equipped with the necessary skills to contribute to the country's economic development.

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Home > STUDENT_RESEARCH > ETDS > 2095

Theses and Dissertations

The use of artificial intelligence in higher education: a study on faculty perspectives in universities in egypt.

Farah S. Sharawy Follow

Artificial Intelligence (AI) is an emerging technology that is transforming various aspects of society, including higher education. This paper examines faculty perspectives from five different institutions; The American University in Cairo (AUC), The German University in Cairo (GUC), The Arab Academy for Science and Technology (AAST), Ain Shams University, and Cairo University, on the use of AI in higher education in teaching and learning in Egypt, with all its challenges and resources available to support it, and how it can be used to achieve equity and accessibility. This research was conducted through a qualitative study using semi-structured one- on-one interviews with open-ended questions. Purposeful sampling, specifically snowball sampling strategies, was used to select the fifteen participants in this study, and the interviews were conducted at the faculty’s respective institution or on Zoom. Moreover, Venkatesh et al. (2003)’s Unified Theory of Acceptance and Use of Technology (UTAUT) model of performance expectancy, effort expectancy, social influence, and facilitating conditions was used as a lens to guide the research. The study sheds light on different faculty perspectives from the five institutions on how AI can be used in teaching and learning with all its advantages and challenges, the support systems available to support the adoption of AI, and how AI can be used to achieve equity and accessibility to higher education. The data is presented according to the UTAUT model. The findings showed that faculty members are willing to adopt AI in their institutions based on their responses to performance expectancy, effort expectancy, and social influence. They also view AI as a tool to achieve equity and accessibility, but after combating the challenges. Results also showed that more work must be done regarding the facilitating conditions and the perceived risks. While the implementation of AI in Egyptian higher education institutions is still in its early stages and with many issues to be resolved, still, it is impossible to disregard the potential advantages of AI in higher education.

School of Humanities and Social Sciences

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 6-21-2023

Submission Date

First advisor.

Teklu Abate

Committee Member 1

Mustafa Toprak

Committee Member 2

Document type.

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Recommended Citation

Apa citation.

Sharawy, F. S. (2023). The Use of Artificial Intelligence in Higher Education: A Study on Faculty Perspectives in Universities in Egypt [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/2095

MLA Citation

Sharawy, Farah S.. The Use of Artificial Intelligence in Higher Education: A Study on Faculty Perspectives in Universities in Egypt . 2023. American University in Cairo, Master's Thesis. AUC Knowledge Fountain . https://fount.aucegypt.edu/etds/2095

Since May 31, 2023

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The Daily Egyptian

Saluki Step Ahead program looks to help transfer student’s education journey

A Board meeting hosted by the Illinois Board of Higher Education (IBHE) was held at the SIU Student Center on August 14 to talk about the Saluki Step Ahead program and the importance of it to the school and many transfer students.

On the SIU website , Saluki Step Ahead is said to be an opportunity for transfer students to finish getting their bachelor’s degree at the school fully online through select programs.

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To qualify for the program a student must have their associate’s degree, maintain full time enrollment while attending SIU and be transferring from a partner institution of SIU, which includes colleges such as College of Dupage, Dallas College, Illinois Central College and more that can be found on their website .

The meeting began with introductions and a discussion of goals for Saluki Step Ahead with the main one being direct admissions in the program to cut down the student’s application process.

Before the start of the presentation, SIU Chancellor Austin Lane opened up by speaking on the past few years of tightening relationships with partner schools and making transfers seamless and easy.

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“Even though we may be the farthest south you can get in our state, students may not be able to come to Carbondale, but they can definitely take advantage of some of our programs that are fully online,” Lane said. “Not have to leave their workplace, not have to leave their families and really still be able to continue their journey through higher education.”

Student statistics show that 72.64% of students are Illinois residents with 68% being White, 15% Black or African American, 8.3% Hispanic, 7.5% international, 2.5% Asian and 3.3% for others.

Enrollment at SIU went up 2.3% overall in Fall 2023 with 6.8% of students being first time college students, 10.8% transfer students, 11.8% New Graduate and Professional and 9.2% of students online.

The presentation showcased around 40 schools that SIU is already working with in this program to begin the transfer process early by following the student’s journey from the start.

“So if they’re over at [John A.] Logan [College] for example, we want to make sure that students, if they want to be a psychology major or an accounting major, whatever they’re doing when they start at Logan, they also start with us, right?” Lane said.

Another key goal the program tackles is keeping students in state instead of seeking their online education out of state.

“When we set up a partnership with a group called Academic Partnerships with our online entity, they gave us a pretty alarming stat,” Lane said. “They said that 45% of students in the state of Illinois are receiving their distance education from outside of the state.”

After SIU’s enrollment increased last fall and new partnerships were formed with community colleges, Lane said the school is very optimistic about this semester but information on this semester’s enrollment is not public yet.

“We’re feeling really good about the numbers this fall,” Lane said. “And we won’t have that until [the] official tenth class day.”

An example of the benefits in the program shown were the price of education through the program. 

The school used in the example was Kaskaskia College with 60 hours of tuition and fees, which would range around $9,600. Transferring through this program and completing the rest at SIU would cost around $24,000 with the Saluki Step Ahead Program scholarship being $8,000 splitting $4,000 for each year.

The total including the Full Pell Grant (around $7,000) and the Full MAP Grant (around $8,000) would be around $33,000 with no financial aid.

Immediate growth in the program shows they started with 53 students in the 2022 academic year and have 101 students 2 weeks before the Fall 2024 semester. 

This semester 23% of students are underrepresented ethnicities (African American/Black and Hispanic), 74% are female, 55% are Pell eligible and 66% are first generation students.

The overall GPA of students in this program was 3.07 in the 2023 academic year with 76% of students not yet graduated but registered for the Fall 2024.

The seamless pathways talked about focus on students not losing credits during transfer. The pathway is currently for 12 majors including Accounting, Early Childhood Education, Health Care Management, History and Nursing.

Students apart from Saluki Step Ahead that came to speak include Crystal Ramirez, Leslie Leguizamo and Michelle Williams. 

“I decided that I wanted to continue pursuing my undergraduate degree but there were obviously a lot of choices to make and a lot of them were quite expensive,” Ramirez said. “That was when I was recommended to go to the University Center and transfer with SIU.”

Ramirez attended College of Lake County and Northern Illinois and lives in Grayslake, Illinois which is closer to Wisconsin than SIU. She spoke of the disconnection she feels being online and wishing she could meet the teachers who have helped her along the way.

“The awards [and] the accreditations of the online program was the big push,” Ramirez said. “I could… go fully online and decide that the online undergraduate degree was for me.”

Leguizamo decided to pursue her bachelor’s degree 20 years after she went to high school because her current job is now requiring the degree.

“It was a hard decision to make because as a single mom I wanted to choose a school that gave me the flexibility to be with my son and also work full time,” Leguizamo said. “ When I chose SIU, they offered me the scholarship which helped me not have to… choose school or my son.”

The program allowed Leguizamo to work full time, be a student and be a full time mom without coming out of school with a huge debt, she said.

Williams only lives 25 minutes away from SIU in Johnson County, but with three children and a full time job at Shawnee community college, commuting was not a commitment she could make.

“Without a Step Ahead scholarship I had used a lot of my Pell, so I didn’t even consider pursuing my bachelors degree,” Williams said. “But because of my advisor, you know, they presented this as an option so that got me looking at what programs were available.”

With a passion for criminal justice, Williams highlighted that the new generation of students doesn’t only include ages 18-24 but anyone who wants to change a career or get back into the workforce.

The agenda and minutes from the meeting can be found on the IBHE website.

To stay up to date on all your southern Illinois news, be sure to follow The Daily Egyptian on Facebook and @dailyegyptian on X [formerly known as Twitter].

Jamilah Lewis can be reached at [email protected] . To stay up to date with all your southern Illinois news, follow the Daily Egyptian on Facebook and Twitter .

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Why is the higher education sector so fragile in the US?

The answer lies in how colleges and universities first developed across the country, according to one consolidation expert.

Ricardo Azziz has held numerous executive positions in higher education and led the merger that resulted in Georgia Regents University, now Augusta University. He is principal at Strategic Partnerships in Higher Education, or SPH, Consulting Group. He writes the regular Merger Watch opinion series on corporate restructuring in higher education.

Declining enrollment has increased the financial challenges of most types of colleges. All sectors of institutions, when viewed by size, have recently experienced enrollment decreases — with the exception of the colleges that enroll over 30,000 students. 

Institutions with fewer than 1,000 students have seen the most significant decrease in enrollment, which has declined 36% between fall 2012 and fall 2021. Paradoxically, larger colleges and universities that enroll between 20,000 and 29,999 students — which are often regional institutions — also lost 30% of their enrollment over that same period. 

The U.S. is not alone in facing declining college enrollment, mostly stemming from a drop in the number of high school graduates. Several other countries in Europe and elsewhere are facing similar challenges.

What makes our higher education system more fragile than the situation faced by other Western nations is that the U.S. has, proportionally, many more small and private institutions.

Small institutions in the U.S. — defined as those with under 5,000 students — accounted for 75% of all degree-granting colleges eligible for Title IV federal financial aid in fall 2021. 

However, the proportion of degree-granting institutions of higher education with fewer than 5,000 students in Europe was lower than that in the U.S. Those institutions comprised 54% of 2,963 overall institutions, according to the 2021 European Tertiary Education Register database, which includes information about 41 European countries. That share rises to 59% when excluding 244 institutions for which there was no enrollment data. 

Overall, we should note that in fall 2021 there were more students enrolled in European than in U.S. higher education institutions, 28.5 million vs. 18.6 million . That’s despite the fact that European students have fewer enrollment options. 

Interestingly, some research analyzing Europe’s higher education landscape raises questions about how many small institutions the continent has amid increased consolidation in the sector. 

Alternatively, while higher education policy-makers in the U.S. are beginning to express concern over institutional closures, I have not seen any actually refer to the very high numbers of smaller schools we have in the U.S. as a potential risk. 

It’s unclear whether this is due to a lack of awareness of the situation, an interest in not antagonizing a large proportion of college institutions and leaders, or simply because we view smaller colleges as more valuable.

Finally, public higher education institutions make up 55% of colleges in Europe . That’s compared to 42% in the U.S. 

Why are there greater shares of smaller and private colleges in the U.S. compared to Europe — and a larger percentage of students attending them? It is a product of its history.

My friend and colleague, Lloyd Jacobs , who oversaw the merger of the Medical University of Ohio and the University of Toledo, eloquently explains this phenomenon i n our upcoming book, “Leading Existential Change in Higher Education: Mergers, Closures and Other Major Institutional Restructuring.”

“The size, the shape and the professed mission of American higher education reflects the growth of democratization into a largely rural, widely spread, westward moving population,” Jacobs wrote. 

The development of higher education in the U.S. began in the mid-1600s in large and small communities across the nation. The sector was established by private donors, churches and localities.  Consistent with the American ethos, great emphasis was placed on the private and autonomous nature of these institutions. 

Moving forward, many of these institutions have grown enormously. Think Harvard, Yale and Columbia universities, as well as the University of Pennsylvania. But myriad other institutions have grown only modestly, remaining small and tied to their local communities, which are often also small. 

But, as I often say, what got us here cannot necessarily get us there. The structure of much of the higher education sector in the U.S. — private, intimate, locally-focused, and small — is rapidly becoming unable to address the demographics and economic challenges of the future.

How can small private colleges and universities best prepare for the future? Governing boards, executive leaders and policymakers can take three actions:

• Be willing, in fact be determined, to seek out and face the realities, opportunities, and, most importantly, the challenges of the current and, most importantly, the future environment. That includes its projected demographics, economics and needs.
• Be willing to accept that in a market where there is massive excess capacity, declining demand and rising costs, consolidation will be inevitable. Understand that for many institutions, remaining small or getting smaller is simply not a financially viable option, considering the increasing and rightful reticence of students and their families to foot an increasing share of the bill. Mergers, although difficult, may be the best solution for many institutions to retain a modicum of their heritage, mission and service.
• Be willing to start now, hopefully well in advance of any significant financial challenges. Leaders should explore all options before the institution has lost most of its presentable assets, including its brand, enrollment and financial solvency. Because, like any other relationship, finding a partner institution will greatly depend on how attractive your own institution can be. And like any other relationship, attractiveness comes in many packages.

Institutional leaders should be unafraid to explore all strategic and tactical options to address an increasingly challenging future, including potential mergers. A merger should not be considered the option of last resort. And leaders should not wait until it is too late — for the sake of their heritage and their students.

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Leveraging Generative AI for Inclusive Excellence in Higher Education

Drawing from three lenses of inclusion, this article considers how to leverage generative AI as part of a constellation of mission-centered inclusive practices in higher education.

The hype and hesitation about generative artificial intelligence (AI) diffusion have led some colleges and universities to take a wait-and-see approach. Footnote 1 However, AI integration does not need to be an either/or proposition where its use is either embraced or restricted or its adoption aimed at replacing or outright rejecting existing institutional functions and practices. Educators, educational leaders, and others considering academic applications for emerging technologies should consider ways in which generative AI can complement or augment mission-focused practices, such as those aimed at accessibility, diversity, equity, and inclusion. Drawing from three lenses of inclusion—accessibility, identity, and epistemology—this article offers practical suggestions and considerations that educators can deploy now. It also presents an imperative for higher education leaders to partner toward an infrastructure that enables inclusive practices in light of AI diffusion.

Accessibility

Inclusion through accessibility means removing barriers to access for people with disabilities and learning preferences—visible and invisible, disclosed and undisclosed. This type of inclusion can be developed reactively in response to an articulated need, such as making reasonable accommodations for students with disabilities, or intentionally as part of the learning design process. Footnote 2 Accessibility through inclusion in physical classroom spaces might manifest as flexible seating that allows speakers to be visible from any point in the room, or it might involve the speaker repeating a student's question before answering it. In digital learning spaces, creating accessible, inclusive content might involve providing captioned or transcribed videos, appropriately formatted text, meaningful hyperlinks, alt text for images and graphs, and transparent content that "communicates information that may be otherwise implicit." Footnote 3

How to Leverage AI for Inclusive Access

Following are a few of the ways that generative AI tools can help educators create more accessible content.

• Generate alt text or long descriptions for images. The generated text can then be refined or used as a starting point.
• Take notes and generate summaries of meetings or class sessions (adhering to privacy and security guidelines).
• Create representative images of challenging concepts.
• Generate outlines of lectures or course materials. Provide students with example prompts so they can do the same.

Many emerging AI tools can help people complete overwhelming or complex tasks. Educators should be willing to allow students to leverage AI in ways they may not have considered. Footnote 4

Questions for Further Consideration

The following questions can help educators deepen their understanding of how to use AI for inclusive access.

• How can AI offer multiple perspectives and access points to learning?
• Who may be left behind in learning environments where AI is required, limited, or banned?
• To what extent are perceptions about AI based on assumptions or fears?
• For what purposes might learners leverage AI for benefits you may not know about?
• How might AI be used to empower people with disabilities and create a more inclusive world?

Example in Practice

The 2024 Microsoft Ability Summit convened people interested in the intersection of disabilities, creativity, emerging technologies, and the future of work. Panelists shared how they are leveraging AI to fill gaps in the workplace (e.g., memory loss resulting from an accident), improve efficiency (e.g., completing tasks relatively quickly considering specialty computer mouse options), and make content accessible (e.g., prompts for adding descriptions of low-contrast images). One panelist explained how they had come to rely on the dark mode feature offered by many operating systems, apps, and websites to reduce eye strain and increase the time they could devote to a task. They leveraged AI to compose an email requesting that colleagues share screenshots or screen captures in dark mode when possible. The AI tool helped them with sentence construction so they could focus on crafting a message with an appropriate tone for their sensitive request to change a workflow. Imagine the possibilities if more educators knew how to use AI tools to benefit themselves and their students.

Colleges and universities that espouse the value of diversity, equity, and inclusion invite their communities to bring their "whole selves" to the educational experience (e.g., the "Bring your whole self to Berkeley" campaign from the University of California, Berkeley). In this context, inclusion means understanding and affirming the many, often overlapping personal and social identities that influence how individuals navigate the world. Footnote 5 In The Cambridge Handbook of Social Theory , sociologist Peter Burke describes social identities as "sets of meanings that define who we are in terms of the roles we have, the groups or social categories to which we belong, or the unique characteristics that make us different from others." Footnote 6 Specific characteristics—such as age, faith, race, ethnic heritage, nationality or birthplace, economic background, gender expression, language, abilities, etc.—might lie at the core of a person's identity. Secondary dimensions of identity might include educational background (e.g., first-generation college students), citizenship, relationship status, caregiver status, service affiliation (e.g., military veterans), housing status, hobbies, or other interests. By carefully applying AI technologies, educators can find ways to embrace diversity, build community, and foster belonging within existing value systems.

How to Leverage AI for Identity Inclusion

Educators can use the following strategies to intentionally design instructional content with identity inclusion in mind.

• Provide a GPT or AI assistant with upcoming lesson content (e.g., lecture materials or assignment instructions) and ask it to provide feedback (e.g., troublesome vocabulary, difficult concepts, or complementary activities) from certain perspectives. Begin with a single perspective (e.g., first-time, first-year student), but layer in more to build complexity as you interact with the GPT output.
• Use a GPT or custom AI assistant to generate alternative explanations for difficult concepts using examples or analogies that students are familiar with. In your prompt, specify the audience that will receive the explanation. For example, "Explain [concept] to [audience] using examples from a family gathering."
• Use custom GPTs or AI assistants to build a sense of community and foster engagement by connecting students with clubs, organizations, and events that match their interests.
• Create a custom GPT or AI assistant that is trained on the course syllabus and content. Add a heuristic to configure how the assistant interacts with students. Refine the GPT configuration by adding resources to support the experiences of veterans or first-generation college students, for example.
• Create a space to discuss GPTs and invite students to share their perspectives, personal experiences, and concerns. Clarify your expectations about how students should use GPTs in your courses, including how to cite or acknowledge GPT use in their coursework.
• Reflect on areas where students typically struggle (e.g., using academic language, structuring their writing, and visualizing end products), and demonstrate how students can use a GPT as a collaborative, self-reflective learning assistant to help them improve their work or navigate assignments.

The following questions can help educators deepen their understanding of how AI can be used for identity inclusion.

• How can you teach students to use GPTs to demystify the "hidden rules" of their discipline?
• How might AI outputs reflect implicit biases in your discipline?
• How can you critically evaluate AI outputs (e.g., text and images) to ensure that AI-generated lesson content affirms students' identities without perpetuating stereotypes?
• How can you use examples of biased outputs to help students become critical consumers and ethical users of AI?
• How can you use AI to roleplay and consider different perspectives or generate content based on different perspectives?

Nancy Park is an English professor at a four-year public Hispanic-serving institution (HSI) where 63 percent of students are from historically underrepresented groups (60 percent are Latino/Latina/Latine, 49 percent are Pell-eligible, and 59 percent are first-generation college students. Park has intentionally integrated GPTs into her instructional practice. Rather than assuming students' familiarity with these tools, she begins each term with an open conversation, inviting students to share their perspectives and experiences. She has been surprised by some of the informal ways students have leveraged GPTs. Specifically, she noted an apology letter and a thank-you note as two unexpected applications.

Park introduced students to GPTs to support their summary writing ability, as she has found students to be lacking in this skill. Reimagining this assignment with GPTs began with self-reflection. Park is an expert writer and reflective educator. As she thought through the mental steps involved in summarizing, she realized she had forgotten what it was like to be a beginning writer and the cognitive demands of writing a summary. Footnote 7

She also considered her students' identities, noting that many are non-native English speakers or first-generation college students and come from a variety of educational backgrounds. She recognized how GPTs could support students individually as writers in her course and beyond. As a result, Park shows students how to work with GPTs, demonstrating ways to engage in a self-reflective writing process, evaluate the benefits and limitations of AI tools, and cite their use correctly. Beyond improvements in students' summary writing skills, Park said GPTs have helped her students improve their sentence structure and heightened their understanding of academic language. Reflecting on this growth led Park to an instructional revelation that GPTs can demystify the "hidden rules" of academic English that are difficult for beginners—especially non-native English speakers. Today, Park considers other hidden rules that GPTs can clarify (e.g., rules for cover letters).

Coupled with feedback from former students, AI tools can provide educators with insight into their current students' worldview. These insights can inform the design of instructional approaches to help students leverage GPTs to navigate hidden academic structures.

Epistemology

Epistemological inclusion involves the ways of knowing, thinking, and doing in academic disciplines, such as what counts as evidence or what methods are appropriate for scholarly study. Scientific fields tend to rely on precise measurements, mathematical models, and observable phenomena. Historians, however, draw from oral histories, documents, artifacts, and other cultural products to analyze and interpret past events and subjective human experiences. Inclusion requires educators to model and reveal what a disciplinary expert does or thinks about so learners can view a situation or phenomenon from the expert's perspective.

How to Leverage AI for Epistemological Inclusion

Following are a few ways that educators can use AI to help students understand what experts know and how they think.

• Model effective AI use in your disciplines. What tools are you using and for what purposes (in English, environmental science, or civil engineering, for example)? If you use AI to be more effective in your domain, reveal these practices to your students. They are in your class to learn disciplinary skills and ways of knowing from you.
• Provide (or co-construct with your students) prompts for generative AI or generative AI searches in the same way that you might provide examples of search engine queries or library database searches for academic research.
• Demonstrate and teach expert practices in information verification, analytical questioning, and academic integrity.
• Consider how course and program-level outcomes might require revisions to account for discipline-specific AI applications.

The questions below can help educators deepen their understanding of how AI can be used for epistemological inclusion.

• How can AI be leveraged to reveal foundational, implicit ways of thinking and doing in disciplines?
• What applications of generative searches, generative AI, and AI models are acceptable in your discipline and under what conditions? Who decides, and how do they decide?
• What guidelines or recommendations do authoritative disciplinary bodies, such as the Modern Language Association, offer concerning generative AI text, citations, and other practices?
• In addition to discipline-specific AI literacy, what skills will be critical to participate successfully in disciplinary practices? How should educators teach students to prompt AI, verify generative AI outputs, deal with ambiguity, and engage critically and ethically?

As part of a 2022 seminar class offered at UC San Diego, Professor Jon Shurin incorporated iNaturalist, an online species identification tool with AI support, to help students identify and observe species in Costa Rica, an area celebrated for its biodiversity. Footnote 8

Species identification is a fundamental skill that is often required for ecological research and monitoring. Species observations are used to monitor population trends, evaluate conservation actions, assess the health of an ecosystem, and more. iNaturalist allows users to upload photos of plants and animals and get suggested species names. Because iNaturalist data is public, experts can view and weigh in on species identifications. This tool provides aspiring early career ecologists and citizen scientists access to the ways that biologists know, think, and do, supporting learners in their disciplinary study.

During the five-week study-abroad course, Shurin's students identified 746 species. Identifying that many species would not have been possible without the help of AI.

Leadership Imperative

To confidently apply emerging technologies such as generative AI into their practices, educators need leaders to promote conditions for success through infrastructure and partnerships. Frameworks for institutional AI strategies and policy development offer structured starting points for this work. Footnote 9 Some infrastructural elements include adequate access to AI tools and effective coordination between various teams and experts involved in innovation. This coordination helps avoid duplication of services and tools and promotes a flexible approach that prioritizes the best options for institutional stakeholders. Leaders should also know how to use these tools so they understand the cascading effects of their decisions. For example, the president and chief information officer at San Diego State University issued a call to action and a moral imperative for the educational community to prevent an AI divide. Acknowledging the urgency of AI diffusion is the first step in preparing students, educators, and stakeholders for a future that is already here. Footnote 10 Once the inevitability of AI is embraced, educators can leverage AI tools and literacies to advance inclusive educational practices.

Navigating the integration of AI in higher education institutions is a complex endeavor. While leadership plays a crucial role, executing on that role can be challenging. Though the ideal approach may be unclear, exploring the following essential questions may provide some guidance.

• Who is involved in the decision-making process for tool adoption and use? How does AI complicate the adoption of existing academic technology tools? Whose perspectives should be included (if they are not already)?
• How can emerging technologies, such as generative AI, be leveraged to evaluate existing systems and practices and the resources required to make improvements? Bold yet ethical and responsible approaches are essential for successful integration.
• How is your institution addressing the myriad instances in which AI features are plugged into tools that have already been adopted, some of which may not have the option to be turned off?
• How can AI-related learning outcomes be incorporated into course curricula?
• Who is likely to benefit the most from AI tool adoption or the lack thereof? Who is likely to be disadvantaged?
• How can you partner with other institutions to share resources and findings? Many institutions are working simultaneously on systematic tool review, policy development, documentation, upskilling, etc.

The "adopt or be left behind" paradigm may be a fallacy. However, by taking a few practical steps to expand their awareness and understanding of AI technologies and tools, educators and leaders will be better positioned to leverage AI to advance inclusive excellence in higher education.

• Sean Burns and Nicole Muscanell, "EDUCAUSE QuickPoll Results: A Growing Need for Generative AI Strategy,"   EDUCAUSE Review, April 15, 2024. Jump back to footnote 1 in the text. ↩
• Amanda Heidt, "'Without These Tools, I'd Be Lost': How Generative AI Aids in Accessibility," Nature, April 28, 2024; Lorna Gonzalez and Kristi O'Neil, "A Taxonomy of Inclusive Design: On Disclosure, Accessibility, and Inclusion,"   EDUCAUSE Review, November 15, 2019. Jump back to footnote 2 in the text. ↩
• Megan Eberhardt-Alstot, "Small Teaching: Transparent Content," Carefully Curated (blog), CSU Channel Islands Teaching & Learning Innovations Knowledge Base, April 23. 2024. Jump back to footnote 3 in the text. ↩
• Heidt, "'Without These Tools, I'd Be Lost'," April 8, 2024; "AI & Accessibility," Center for Teaching Innovation, Cornell University, accessed June 5, 2024. Jump back to footnote 4 in the text. ↩
• "Bring Your Whole Self to Berkeley," Berkeley People & Culture, UC Berkeley (website) accessed June 22,2024; Jackson Bartlett, "Navigating Social Identity in the Classroom," Center for the Advancement of Teaching Excellence, University of Illinois Chicago, August 8, 2022. Jump back to footnote 5 in the text. ↩
• Peter Burke, "Identity," in The Cambridge Handbook of Social Theory, ed. Peter Kivisto (Cambridge: Cambridge University Press, 2020), 63. Jump back to footnote 6 in the text. ↩
• Nancy Park, interview by Megan Eberhardt-Alstot, Zoom video recording, May 31, 2024. Jump back to footnote 7 in the text. ↩
• Mario Aguilera, "Artificial Intelligence Drives New Frontiers in Biology," news release, UC San Diego School of Biological Sciences, March 3, 2023. Jump back to footnote 8 in the text. ↩
• Angela Gunder, OLC Framework for the Comprehensive Design, Equitable Implementation, and Continuous Improvement of AI Strategy, Online Learning Consortium, March 2024; Mastering AI Policies: A Framework for Institutional Alignment, Anthology, November 23, 2023. Jump back to footnote 9 in the text. ↩
• Adela de la Torre and James Frazee, "Bridging the AI Divide: A Call to Action," Inside Higher Ed, April 4, 2024; Charles Hodges and Ceren Ocak, "Integrating Generative AI into Higher Education: Considerations," EDUCAUSE Review, August 30, 2023. Jump back to footnote 10 in the text. ↩

Lorna Gonzalez is Assistant Vice President for Digital Learning at California State University Channel Islands.

Kristi O'Neil-Gonzalez is Instructional Technologist, Accessibility Lead, at California State University Channel Islands.

Megan Eberhardt-Alstot is Director of the Learning Resources Center at California State University Channel Islands.

Michael McGarry is Academic Technology Lead at California State University Channel Islands.

Georgia Van Tyne is a Learning Designer at California State University Channel Islands.

© 2024 Lorna Gonzalez, Kristi O'Neil-Gonzalez, Megan Eberhardt-Alstot, Michael McGarry, and Georgia Van Tyne. The content of this work is licensed under a Creative Commons BY 4.0 International License.