The economic stakes could not be higher. As Chao Wang, an education economist at UNICEF Egypt, pointed out at the study’s launch event in Cairo, Egypt, the country was previously suffering from a severely suppressed human capital dividend.

“The economic returns to education were far below the global average,” Wang noted, highlighting a sobering baseline.”With one additional year of schooling, your earnings only increased by 3.4% in Egypt, compared to around 9% globally.” The root causes—low attendance, shortened school days, and massive class sizes—meant children were schooling, but not learning. Reversing this trend, Wang argued, is not merely a social initiative but a macroeconomic imperative. Global evidence suggests that sustained improvements in learning outcomes could ultimately boost Egypt’s GDP by 5 to 36% over the long term.

The Mechanics of a Miracle

The sheer scale of the turnaround was detailed by Shiraz Chakira, Chief of Education for UNICEF Egypt, who stated unequivocally: “We are confident that the education system is being restored.”

The data presented by Chakira was little short of staggering. Student attendance, which languished at a dire 15%, has surged to 87%. Classrooms that once crammed over 100 students together have been eliminated entirely. In primary schools—the system’s most severe pressure point—average class sizes have dropped from 63 to 41 pupils. Furthermore, learning time has increased by 58%, and a targeted 60-hour remedial literacy program for grades 3 to 6 saw Arabic literacy scores jump by over 50% in just three months.

“This is not just one single change,” Chakira observed. “It is a coordinated system-wide effort.” He emphasised that the introduction of weekly, grade-linked assessments was the behavioural catalyst that drove students back into the classrooms, reconnecting the act of attending school with the tangible outcomes of learning.

Amine Marai, the study’s lead researcher and a lecturer at the Harvard Graduate School of Education, underscored the unprecedented speed and fiscal efficiency of the reforms. Over just two years, the Ministry of Education tackled a massive deficit of roughly 467,000 teachers through a blend of redeployment and new hiring incentives.

More impressively, the state addressed its infrastructure bottleneck without breaking the bank. By creatively repurposing existing spaces and bringing underutilised facilities back into service, the ministry effectively created 98,000 “new” classrooms—a 20% expansion of system capacity.

“If you’re thinking about the equivalent of that in terms of monetary value,” Marai explained, “adjusted for inflation, it would be around $2.5 to $3bn. That’s billion with a ‘B’.”

The Macroeconomic View: Financing the Future

Despite the operational triumphs, the spectre of fiscal constraint looms large. Mahmoud Mohieldin, United Nations Special Envoy on Financing the 2030 Agenda and Egypt’s former Minister of Investment, delivered a sobering but pragmatic macroeconomic perspective.

Referencing Nobel laureate Esther Duflo, Mohieldin reminded attendees that systemic change requires three inseparable enablers: financing, technology, and behavioural incentives. “Without these, nothing will change in any field,” he stated. He issued a stark warning that failure to build the skills required for the future will subject Egypt to severe economic and social pressures.

Drawing on his extensive experience at the World Bank and IMF, Mohieldin urged the government to explore innovative financing mechanisms to sustain the reforms without exacerbating sovereign debt. He pointed to successful international models, such as Indonesia’s use of long-term sovereign sukuk for school construction, and Côte d’Ivoire’s debt swaps, which converted €400m in commercial debt into funding for 33 new schools.

“I had hoped that what is spent on education, healthcare, and basic infrastructure in my country would exceed what we spend on debt servicing,” Mohieldin remarked, stressing that education must not be crowded out by the state’s fiscal obligations. Looking forward to the AI-driven economy, he cited the IMF’s AI Preparedness Index, noting that technology alone is insufficient; true readiness demands aggressive, sustained investment in human capital.

A Global Blueprint

The international community is taking note of Egypt’s aggressive timeline. Natalia Winder Rossi, UNICEF Representative in Egypt, commended the “scale, ambition, and speed” of the undertaking. “Often, progress is incremental and systemic change can take a decade or more,” she noted. “What we’re witnessing here in Egypt is remarkable.” However, she cautioned that the country is only at the end of the beginning, noting that true transformation “will require stamina, focus, and continuous investment.”

Esohe Ebike, Country Engagement Lead for Egypt at the Global Partnership for Education (GPE), echoed this sentiment, admitting that the pace of the ministry’s work left her wondering, “Do these people sleep?” She confirmed the GPE’srecent approval of a system capacity grant for Egypt and positioned the country as a vital case study for the Global South.”Expect yourselves to be inundated with other countries seeking to learn from you,” she advised Egyptian officials, while outlining the GPE’s campaign to leverage $10bn  globally for education transformation.

The View from the Top: State Power and National Identity

The most forceful political mandates of the day came from the highest echelons of the Egyptian government, signalling that these reforms are viewed not merely as departmental policy, but as the cornerstone of national security and statecraft.

In a comprehensive and deeply philosophical address, Minister of Education and Technical Education Mohamed Abdel Latif positioned the reform agenda as the ultimate measure of the republic’s global standing. Directing his remarks to the Prime Minister, Abdel Latif asserted that “education is the true measure of the strength of nations and their ability to compete globally.”

For Abdel Latif, the granular operational successes—the repurposed classrooms and the eliminated teacher deficits—are in service of a much grander geopolitical imperative. He emphasised that under the direct directives and comprehensive vision of President Abdel Fattah El-Sisi, the state has fundamentally redefined human development. The goal is no longer just basic literacy, but the construction of a modern, resilient Egyptian citizen capable of navigating and dominating an increasingly complex global economy. The Minister made it clear that the state’s investment in human capital is non-negotiable, viewing it as the highest priority of the political leadership.

Prime Minister Mostafa Madbouly reinforced this structural commitment, delivering an overarching mandate that bridged the gap between global integration and domestic sovereignty. Acknowledging the monumental shifts achieved by the Ministry of Education, Madbouly explicitly committed the full weight of the state apparatus to continuing these reform efforts.

The Prime Minister articulated a dual mandate for Egypt’s educational future: the absolute necessity of aligning with the highest international benchmarks, without sacrificing the nation’s cultural soul. The state, he declared, is dedicated to”building a modern educational system that aligns with the latest global standards, while preserving our national identity.” This delicate balancing act—integrating Egyptian youth into the hyper-competitive, AI-driven global workforce while fiercely protecting their cultural and historical roots—lies at the very heart of the government’s long-term strategic vision.

As the dust settles on this initial, explosive phase of reform, Egypt finds itself at a critical juncture. The classrooms are full, the teachers are at the chalkboards, and the data is pointing upward. The challenge now is maintaining the fiscal discipline, political stamina, and international partnerships required to ensure that this rapid turnaround evolves into a permanent economic renaissance.

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Speaking at the “Securing Egypt’s Future Through Education Transformation: New Evidence, Progress, and the Way Forward” conference, Abdellatif stated that over the past 20 months, the country has undertaken one of the boldest and most comprehensive education reform programmes in its modern history under the leadership of President Abdel Fattah Al-Sisi.

The minister highlighted that the secondary education system has undergone a fundamental update with the introduction of a new Baccalaureate system, designed to provide multiple opportunities for students and ease psychological and social pressures on Egyptian families. He noted that an agreement was signed in London two days ago with the International Baccalaureate organization to review the educational frameworks and curricula of the new Egyptian certificate.

The broader reform agenda goes beyond expanding access to education to redefining what and how students learn, and how their outcomes are measured, Abdellatif said. The reforms include developing curricula to the latest international standards, expanding digital transformation and applied technology schools, building new schools, and upgrading technological infrastructure.

“We realised that every generation needs components and skills that must be reflected in the educational system to keep pace with the development of building a balanced personality,” Abdellatif said, warning that stagnation in the system leads to intellectual rigidity, slow responses to change, and the stifling of creativity.

The minister outlined ambitions to graduate a generation equipped to adapt to rapid global changes.

“We look forward to building a generation that masters programming and artificial intelligence skills, possesses financial literacy tools, and is capable of openness to the digital economy and non-banking financial activities,” he added.

Addressing the role of educators, Abdellatif stressed that improving teachers’ living conditions is at the forefront of the government’s development agenda, describing them as the true driving force of any reform project. He noted that the ministry has introduced training programmes at international standards in cooperation with Japan’s Hiroshima University.

Directing his remarks to the country’s educators, he said: “Every educational renaissance begins with a teacher whose mind believes in reform and whose heart beats with sincerity … thank you, you remain a pillar for Egypt in building the future.”

Abdellatif thanked Prime Minister Mostafa Madbouly for his continuous support of the decisions and his field visits to schools across various governorates, which confirm the state’s commitment to making education a fundamental pillar of national development.

The minister also praised the United Nations Children’s Fund (UNICEF) for its deep-rooted partnership in developing education and supporting children in Egypt. He stated that the cooperation proves international partnerships are a genuine catalyst for tangible and measurable change when governments and the UN work side by side.

Concluding his remarks, Abdellatif said: “The task of building a human being will remain the most difficult challenge, but it is the most enduring in its impact across time.”

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Speaking in the New Administrative Capital at a conference titled “Securing Egypt’s Future Through Education Transformation: New Evidence, Progress, and the Way Forward,” Madbouly stated that genuine investment begins with building human capabilities and that education quality is the primary determinant of a state’s economic competitiveness.

Addressing the country’s global standing, the prime minister told attendees, including economist Mahmoud Mohieldin, that Egypt is not satisfied with its current ranking of 161 on the Human Capital Index. While noting the figure is the highest in the immediate region among countries with similar conditions, he stressed the government’s ambition to significantly improve the ranking.

Madbouly noted that nations such as China, Singapore, and Malaysia required between 20 and 45 years of continuous effort to achieve their high educational indicators. Egypt is currently 10 years into its own reform programme, navigating complex global crises and domestic challenges, including 15 years marked by political uprisings and terrorism.

Despite current funding challenges, the education and health sectors continue to secure the highest annual state investments. Madbouly highlighted the role of educators, noting that President Abdel Fattah al-Sisi and the government recently approved financial incentives and salary increases to prioritise teachers above other state sectors.

“Investment in the teacher is a direct investment in the future of the nation,” Madbouly said, describing the Egyptian teacher as the primary pillar of the educational process and the element most capable of shaping national identity.

In the higher education sector, the number of universities has expanded from 50 a decade ago to more than 120 today. This growth includes new national, technological, and private institutions, alongside branches of international universities. Madbouly said curricula, which previously remained static for up to a decade between the 1970s and 1990s, must now be updated annually to prevent illiteracy in modern fields such as artificial intelligence and financial inclusion.

The conference, organised by the Ministry of Education and Technical Education in cooperation with the United Nations Children’s Fund (UNICEF), also reviewed recent independent data on the primary education sector.

According to the presented study, the proportion of Egyptian school children suffering from reading and writing difficulties has dropped to 14% from 45.5%, while daily classroom attendance has surged to 87% from 15%.

Average class sizes have also been reduced to 41 students, down from previous averages of 63, with some areas historically experiencing overcrowding of 100 to 120 students per classroom. Madbouly noted that 45 years ago, when the national population was 43 million compared to today’s 110 million, average class sizes in the distinguished public schools he attended stood at 43 students.

To verify these reported improvements on the ground, the prime minister said he conducts unannounced school visits during provincial tours to observe classroom dynamics and ask students to read directly from their textbooks.

Addressing the Minister of Education and Technical Education, Madbouly stressed the importance of sustaining these statistical improvements year-on-year. He added that long-term educational reform requires an institutional approach based on scientific evaluation and collaboration among state institutions, the private sector, civil society, and international development partners.

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Speaking at the second plenary session of the Education World Forum in London, titled “Education for Future Readiness in a Rapidly Changing World,” Abdellatif stated that skills are the true engine of state power. He outlined Egypt’s agenda to align curricula, assessments, teachers, technology, data, and school governance to prepare learners for a rapidly changing world driven by artificial intelligence, climate pressures, demographic shifts, and global competition.

Abdellatif noted that future readiness requires redesigning education itself rather than merely adding technology to outdated structures. He highlighted the introduction of the Egyptian Baccalaureate, describing it as a structural and philosophical shift aimed at moving learning away from exam pressure towards mastery, applied knowledge, research, critical thinking, and student choice. The new system seeks to produce students capable of explaining answers, defending opinions, and linking knowledge to real life, aligning with both international standards and national priorities.

“If we evaluate memorisation only, we teach memorisation,” Abdellatif said, adding that evaluating thinking, application, and communication teaches students how to think.

For years, education systems measured progress through access indicators such as enrollment rates, school numbers, desk availability, and completion rates, the minister noted. While these remain essential, Egypt is shifting its focus from whether children are in schools to whether effective learning is occurring in the classroom.

Recent state interventions have focused on restoring the central role of the school by boosting attendance, reducing class densities, addressing teacher shortages, increasing learning time, and utilising data to guide decisions. Abdellatif emphasised that these operational details are the foundation of reform, noting that success is not a finish line but a responsibility to achieve continuous improvement.

The minister stressed that future readiness does not mean abandoning basic learning, asserting that AI requires literacy and innovation requires numeracy. Egypt’s reform links fundamental learning with digital skills, technical abilities, financial literacy, communication, creativity, teamwork, and ethical decision-making.

Addressing the role of technology, Abdellatif said AI should be treated as a supportive tool rather than a trend, functioning to expand access without replacing the human connection central to learning. A future-ready classroom empowers teachers with better tools, training, and data, while students must learn to use technology consciously and responsibly.

The reform agenda also targets technical and vocational education, which the minister identified as central to national competitiveness and social mobility. Abdellatif called for multiple educational pathways that command equal respect, ensuring technical tracks are linked to industry, digital transformation, green skills, and entrepreneurship.

He added that systemic reform must be equitable, with success measured by improvements in the most crowded classrooms, rural schools, and underprivileged communities. Data is crucial in this effort, allowing the state to identify where teachers are needed, where class densities are high, and where support must be redirected.

Abdellatif concluded that Egypt remains open to global expertise while maintaining its national privacy and identity. The overarching goal, he stated, is to build individuals equipped with both future skills and strong values, who are globally competitive yet connected to their communities.

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When families lose trust in education, they do not lose trust in schools alone. They lose trust in the very idea of merit. People begin to feel that success is no longer linked to effort, that certificates no longer guarantee upward mobility, and that class differences have become stronger than the school’s ability to overcome them. At that point, the crisis of education becomes a political and social crisis, because it touches the meaning of justice in society.

During my membership in the Egyptian Senate, I followed the education file closely, particularly through my work in the Education and Scientific Research Committee, as well as through public discussions with education ministers and parliamentary proposals related to the philosophy, fairness, and stability of education. One of the issues I have always considered highly dangerous is the frequent and rapid change in Egypt’s educational system, as if every new minister begins from zero rather than from a stable national vision.

Egypt is a major country, and its educational system should not change with every ministerial change. This contradicts the most basic principles of strategic planning and the idea of a state that builds its policies on accumulated knowledge and experience, not on temporary judgments or short-term solutions. Education cannot be managed through constant experimentation on entire generations.

In this context, I submitted a request for a general discussion in the Senate, addressed to the Minister of Education, to clarify the government’s policy regarding the exclusion of the second foreign language from the overall high school grading system, a decision that effectively marginalised it academically.

This happened in Egypt, a country with African ties that extend into an important Francophone sphere; a Mediterranean country surrounded by a highly diverse linguistic environment; a tourism-based economy that depends significantly on engagement with foreigners; a large country that should be translating knowledge from and into its own language; and a country with major agreements with European partners to promote the teaching of their languages.

For me, this was not a defence of a single subject. It was a defence of an entire educational philosophy. Language is not merely vocabulary and grammar. It is a cultural and intellectual bridge, a window to the world, and a tool for understanding others without dissolving into them.

The Senate also played an important role in confronting another dangerous proposal: an amendment to the Education Law that would have allowed students to retake the general secondary school exam in return for a financial payment. The core objection was that educational opportunity should not become a commodity, and that a student’s ability to try again should not depend on the financial capacity of his or her family. When money becomes a gateway to improving one’s chances in a decisive exam, we are not reforming education; we are opening a new door to class discrimination.

The school is not merely a place for transferring knowledge. It is a major institution for producing society’s understanding of itself. Inside the school, the child learns the meaning of authority, discipline, opportunity, and fairness. The child learns whether rules apply to everyone or only to the weak. The child learns whether effort is rewarded or whether outcomes are already determined by class, money, and social connections.

For this reason, education reform requires governance, not fragmented experiments. It requires stable policies, clear indicators, real accountability, and serious social dialogue. Above all, it requires the state to understand that the school is not just a building, the curriculum is not just a book, the exam is not an end in itself, and the student is not merely a number in a database.

Technology may help, but it cannot solve the crisis of trust by itself. It may provide more data, but it does not automatically guarantee greater justice. The teacher, too, is not merely an implementer of the curriculum. The teacher is a social actor who helps shape, inside the classroom, the meanings of justice, opportunity, and trust.

In the end, education is not merely a service. It is a promise. A promise that effort has meaning, that poverty is not a final destiny, and that society does not leave its children trapped in the places where they were born. When this promise is broken, we do not lose only an educational system; we lose one of the pillars of public trust.

Therefore, a country like Egypt should not only ask how to reform education. It must ask how education can once again become a reasonable and fair path to the future. This, in my view, is one of the most important questions facing the modern state.

Dr Ramy Galal is a governance and institutional reform specialist focusing on state capacity, accountability, and the design of effective public institutions. His work examines how institutional arrangements shape policy outcomes and government performance, particularly in emerging and middle-income contexts. He also engages with the concept of governance of meaning as an analytical lens for understanding how authority, narratives, and interpretation influence policy environments.

He is an Assistant Professor and a former Senator, bringing a combination of academic expertise and hands-on experience across both legislative and executive domains. He previously served as an advisor and official spokesperson for Egypt’s Ministry of Planning and Economic Development, with direct involvement in policy design, government decision-making, and implementation processes at the centre of government.

He holds a PhD from Alexandria University, a master’s degree from the University of East London, and a diploma in public administration from the University of Chile.

The post Opinion | When Education Is No Longer a Promise of Justice first appeared on Dailynewsegypt.

The minister stressed that education can no longer be separated from economic development, particularly as nearly one million young Egyptians enter the labour market each year. In this context, investment in education is not merely a social responsibility, but a strategic economic necessity aimed at preparing future generations for an increasingly competitive global economy.

Abdel Latif explained that technological advancement has become a key driver of economic growth, making it essential for educational systems to adapt quickly to changing labour market demands. He warned that when education fails to generate meaningful employment opportunities, the consequences extend beyond the economy to affect social stability and human development.

He therefore underscored the importance of aligning education more closely with labour market needs while integrating technology, digital learning tools, and artificial intelligence into classrooms and vocational training programmes.

The minister also highlighted the need for stronger cooperation between the government and the private sector in modernising Egypt’s education system. With a population exceeding 100 million and nearly 30 million students enrolled across different educational stages, he said the scale of the challenge requires coordinated efforts to enhance skills development, improve educational quality, and expand access to modern technologies.

Public-Private Partnership as a Catalyst for Reform

Discussions during the conference reflected broad consensus that sustainable educational reform cannot be achieved by the government alone. Hossam Badrawi, education expert and chairperson of the Badrawi Foundation, said the most dangerous form of poverty is not the lack of money, but the lack of opportunity. According to him, education remains the most powerful tool for individuals and nations to compete, grow, and build stronger societies.

Badrawi argued that developing knowledge and human capabilities requires an effective partnership between the public and private sectors. He noted that Egyptians deserve a genuine educational transformation built on investment in knowledge, values, awareness, and practical skills.

Reflecting on his experience leading a committee of 70 experts contributing to Egypt Vision 2030, he said education must be treated as a national development project capable of producing generations equipped with innovation, critical thinking, and the ability to contribute meaningfully to society.

He also stressed the importance of maintaining consistent educational policies and ensuring sufficient investment in the sector. Referring to the constitutional allocation of 6% of national income to education, Badrawi described educational spending as a necessity rather than a luxury, while calling for stronger oversight of both funding levels and spending mechanisms.

For his part, AmCham Egypt Chairperson Omar Mehanna said education is no longer simply a social issue, but a strategic economic priority in a world increasingly shaped by technology, artificial intelligence, and global competition. He noted that investment should extend beyond infrastructure to include improving educational quality, fostering innovation, and strengthening students’ ability to compete internationally.

The conference brought together policymakers, educators, and business leaders to exchange ideas on expanding private-sector participation in education and exploring opportunities within Egypt’s rapidly growing education market. Participants agreed that bridging the gap between education and labour market requirements has become an urgent priority, particularly as industries increasingly demand advanced technological and practical skills.

During the opening session, Sylvia Menassa, CEO of AmCham Egypt, highlighted the importance of investment in education as a key driver of student development and economic growth. Meanwhile, Ahmed Wahby and Sarah El Kala pointed to the significant opportunities within Egypt’s education sector while stressing the need to narrow the gap between academic learning and labour market demands.

The discussions ultimately reflected a shared understanding that Egypt’s economic future will depend heavily on building a modern, flexible, and competitive education system capable of preparing younger generations for the demands of a rapidly evolving global economy.

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According to the Egyptian presidency, Al-Sisi expressed appreciation for Egypt’s strong bilateral relations with Japan and praised the ongoing collaboration with Hiroshima University in both basic and higher education. He emphasized the importance of broadening educational partnerships to support curriculum development and enhance education quality.

The President highlighted the role of modern technologies, including artificial intelligence, in modernizing education and equipping students with skills that meet labour market demands. He reaffirmed that educational reform remains a strategic priority as Egypt works to build a competitive, future-ready workforce.

Ochi commended Egypt’s efforts to modernize its educational system and adopt advanced teaching methods, stressing Hiroshima University’s commitment to deepening cooperation with Cairo. He noted the university’s readiness to support Egypt’s priorities in education development and technological advancement.

The meeting forms part of the broader strategic partnership between Egypt and Japan, which encompasses multiple educational and development initiatives. Egypt has increasingly sought to benefit from Japanese expertise in school management, innovation, and advanced educational technologies.

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During the meeting, Gemblat underscored the longstanding historical ties between Egypt and the United Kingdom, highlighting the manufacturing, technological and technical capabilities of entities affiliated with the Ministry of Military Production.

He noted that discussions focused on establishing strategic partnerships between military production companies and British firms across a range of manufacturing sectors. The two sides also explored opportunities to leverage advanced computer numerical control (CNC) machinery and production lines within ministry-affiliated companies to manufacture spare parts for diverse applications.

Gemblat added that the meeting addressed prospects for expanding cooperation in the education sector, particularly in light of the existing partnership between the ministry’s training arm and UK-based Pearson in technical education.

In this context, both sides discussed increasing student enrolment in military production-affiliated institutions accredited by Pearson, alongside forging partnerships with British entities to transfer educational expertise. These efforts would support the application of advanced training systems at the Egyptian Academy for Engineering and Advanced Technology and the Middle Technical College, both affiliated with the ministry, contributing to the development of higher and technical education in Egypt.

For his part, Richardson outlined areas where integration with military production companies could be achieved, including cooperation on development projects aimed at improving services for Egyptian citizens.

He also reaffirmed the United Kingdom’s commitment to strengthening its longstanding partnership with Egypt by expanding collaboration across multiple sectors, supporting sustainable development and shared prosperity.

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Education: Nurturing Future Generations

Japanese – Egyptian cooperation in education has delivered tangible benefits for girls and women. For example, JICA and Egypt’s Ministry of Education and Technical Education are collaboratively establishing Egypt-Japan Schools all over Egypt as well as introducing Japanese-style education, which is hailed as “one of Egypt’s most successful development partnerships”. Importantly, Egyptian women are leading this effort: the Egypt–Japan Schools initiative is directed by Ms. Nevine Hamouda, a senior female advisor in Egypt’s Ministry of Education. Over the past decade this partnership has expanded dramatically and  by late 2025, Japan helped establish 69 Egypt–Japan Schools and new institutions (like the Egypt–Japan University of Science and Technology) to educate tomorrow’s scientists and engineers. Such educational programs, led and taught by women, invest in Egypt’s human capital and exemplify how our two countries build trust by working hand in hand.

Health and Community Development

Japan’s support in healthcare and social services also highlights women’s impact. Local partners included Ms. Suzan Moheb of Al-Orman Foundation, who led the project on the Egyptian side and expressed that this aid would help sustain free care for children and mothers. This new equipment will make diagnostics safer and more accessible for families in Upper Egypt. Japan’s KUSANONE program, which provided this grant, has funded over 180 community projects in Egypt since 1994, spanning education, health, water, vocational training and women’s empowerment. At every step, committed women like Ms. Moheb bridge Japanese support and Egyptian needs, proving that empowering women directly leads to better social and health outcomes. Japan also supports vocational training for women including Sudanese refugees in cooperation with UN Women.

Agriculture, Innovation and Inclusive Growth

Women are also at the forefront of sustainable development in Egypt’s fields and industries. In a recent project led by ICARDA with Japanese funding (USD 750,000), Egyptian villages in Qena, Minya and Kafr El Sheikh are adopting climate-smart agriculture. Crucially, this project focuses on gender inclusion by empowering women farmers through training, small-scale food processing units, and decision-making opportunities. With solar pumps and digital advisory apps introduced, rural women gain new skills to boost crop yields and food security.

Cultural Exchange and Social Progress

Cultural programs deepen mutual understanding. Japanese arts and language programs in Cairo inspire young Egyptian women to explore new horizons, just as Egyptian poets and musicians contribute to vibrant multicultural forums in Japan. At every Japan Foundation event or student exchange, women from both countries serve as informal ambassadors, building bridges of friendship. Back home, we also see progress: Japan’s political landscape has taken a historic step. In October 2025, Japan elected its first-ever female Prime Minister, Sanae Takaichi – a milestone moment that sends a strong message. It shows that in Japan, too, “women can now rise to the top”. Her leadership reminds us that the aspirations of Egyptian and Japanese women are shared: both our peoples value gender equality as essential to national progress.

A Shared Dedication to Women’s Empowerment

Our friendship thrives when women lead the way. Our commitment to empowering women training by Japanese-backed programs exemplifies Japan’s vision of “a society in which women shine” (policy slogan introduced by former Japanese Prime Minister Shinzo Abe). Japan pledges to continue this journey alongside Egypt, investing in women’s education, health, and entrepreneurship, and listening to women’s ideas for a better future. In International Women’s Month, I salute the incredible contributions of all Egyptian and Japanese women. By empowering them and amplifying their voices and talents, we create a more inclusive, peaceful, and sustainable society for everyone. Japan remains steadfast in building bridges of mutual respect and collaboration with Egypt, ensuring our partnership benefits all our citizens in the years to come.

Ambassador Iwai Fumio, Ambassador of Japan to the Arab Republic of Egypt

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Foreign Minister Badr Abdelatty hosted the coordination meeting, which included Minister of Education Mohamed Abdel Latif, Minister of Communications and Information Technology Raafat Hindi, and Minister of Higher Education and Scientific Research Abdel Aziz Konsowa. Representatives from the ministries of Defence, Interior, Finance, Housing, Electricity, and the Central Bank also participated in the discussions aimed at enhancing services for the Egyptian diaspora.

The meeting focused on several critical files, including:

• Customs and Logistics:Addressing procedures for mobile phones and cars brought into the country.
• Education:Facilitating the equivalency of foreign certificates and maintaining flexible quotas for the admission of students from abroad into Egyptian universities to account for varying international curricula.
• Consular Services:Accelerating the automation of consular procedures, streamlining the issuance of identification documents, and updating banking data.
• Legal and Administrative Support:Providing legal aid to citizens overseas and addressing issues related to military service (recruitment), secondments for workers abroad, and the “Beit Al-Watan”housing initiative.

The ministers and national representatives agreed to establish a framework for periodic consultation to develop practical measures that strengthen the link between Egyptians abroad and their homeland.

In a separate bilateral meeting held the same day, Abdelatty received Konsowa to specifically discuss international cooperation in higher education and scientific research. The two ministers reviewed the role of Egyptian cultural offices abroad in fostering academic ties and expanding student and scientific exchange programmes.

“It is essential to intensify joint efforts to support the role of Egyptian educational institutions on the international stage,” Abdelatty stated, noting that Egyptian embassies and consulates are committed to providing care and support for Egyptian researchers and students studying overseas.

Konsowa highlighted ongoing efforts to enhance academic cooperation with universities in Europe and the United States. He also outlined plans to increase the number of international students studying in Egypt and to improve the efficiency of teaching staff. Both ministers emphasised the importance of leveraging the expertise of Egyptian scholars abroad to support the nation’s broader development goals.

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