Egypt plans to significantly expand its Egyptian-Japanese school network, aiming to have more than 100 such institutions operating by the start of the 2026–2027 academic year, with a long-term target of reaching 500 schools by 2030. The announcement was made by Minister of Education and Technical Education Mohamed Abdel Latif during a recent Senate session.

The initiative has advanced rapidly, surpassing earlier goals set just two years ago. Currently, over 17 Japanese education experts are working full-time in Egypt to support the program, a number expected to increase to 50 before the next school year. Central to the project is a teacher-training partnership with Japan’s Hiroshima University, which equips Egyptian educators with modern Japanese teaching methodologies. Those who complete the year-long training program receive a diploma accredited jointly by Egyptian and Japanese institutions. The program began with 100 teachers and aims to train approximately 5,000 annually moving forward.

Starting next academic year, elements of the Japanese-style curriculum will be introduced into selected grade levels of regular state schools. Curriculum developers are adapting the content to fit Egyptian cultural and linguistic contexts. Instruction in public schools will be conducted in Arabic, while experimental schools will use English as the medium of teaching.

Tamer Shawky, a Professor of Educational Psychology at Ain Shams University, highlighted the program’s focus on Japan’s strengths, particularly in STEM education and skills-based learning. He noted that while the initial emphasis is on the Japanese framework, future phases may integrate components more closely aligned with the Egyptian education system.

The expansion has prompted debate among education experts regarding the pace and scale of assimilating foreign curricula into Egypt’s schools. Proponents suggest that adopting Japan’s well-regarded approach—known for fostering discipline, problem-solving abilities, and practical skills—could contribute to modernizing the national education system and better preparing students for future challenges. Professor Shawky emphasized the potential benefits of enhancing teacher training and students’ competencies in science, technology, engineering, and mathematics through this partnership.

Conversely, some experts urge caution. Hasan Shehata, Professor of Curricula at Ain Shams University, stressed the need to evaluate the readiness of students and teachers before fully implementing the new curricula. He called for comprehensive workshops and training to ensure educators are adequately prepared. Professor Shehata also warned against an overreliance on imported educational models, underscoring the importance of aligning reforms with Egypt’s national identity, labor market needs, and a gradual rollout to prevent overwhelming teachers and learners.