Ahmed Zaki Badr, Minister of Education, stated in a previous meeting with the Board of the Association of Private School Owners—during which the challenges facing the private education sector in Egypt were discussed—that he had recommended to the Cabinet the need to pay attention to private education in general, and to facilitate and support this sector’s increased participation in education and school construction.
Badr added in his commentary, “This type of education plays a significant and important role in providing quality educational opportunities for our students,” expressing hope that the private university experience would mirror that of pre-university private education.
As the deterioration of public education began to surface clearly in the 1980s, and Egyptian society realized that the outcomes of the educational process were insufficient to make their children active members of society or desirable in the labor market—particularly as the private sector began to grow and require more highly skilled labor, which public education generally failed to supply—many private institutions and individuals alike began investing in private education, driven by rising demand and often intertwined with a certain educational mission, however varied in its principles or approach to shaping Egyptian students’ thinking.
With the steady expansion in private school establishment, the Ministry of Education strongly intervened to regulate and organize the status of these schools and impose supervisory regulations that even extended to foreign schools. This led to the non-recognition of certain older foreign certificates that did not align with this new governmental direction at the time.
According to the latest statistics, the number of private schools in Egypt reached 4,621 compared to 38,922 public schools, constituting 11.9% of schools established by the state. These private schools enroll over 1.2 million students, compared to over 15.5 million in public schools, accounting for 7.9%.
The average number of students per teacher in private schools is 21, and in some schools it drops to eight students per teacher—a stark contrast to public schools where classroom sizes often exceed 50 students, negatively impacting the educational process and the teacher-student relationship. However, ministry statistics claim that the average is 32.7 students per teacher, a figure some argue is far from reality.
| Type of School | Number of Schools | Number of Classrooms | Number of Students |
| Public | 38,922 | 387,741 | 15,511,818 |
| Private | 4,621 | 37,423 | 1,222,616 |
| Private-to-Public Ratio | 11.9% | 9.6% | 7.9% |
(Source: Ministry of Education)
It was announced earlier this month that 60% of public schools applying for accreditation from the Education Quality Assurance and Accreditation Authority (affiliated with the Cabinet) failed to obtain the quality certificate, while only 40% succeeded. The authority examined 1,100 schools out of the 1,500 that had applied.
The authority explained that the 60% failure rate included schools that outright failed the review and others whose accreditation was postponed due to incomplete evaluation indicators. The ministry had previously stated that schools failing to obtain certification within five years would be shut down.
Despite popular criticism of private schools outperforming their public counterparts, some parents who cannot afford them still dream and hope to enroll their children in such institutions.
Gad Al-Karim Abdel Karim, a gardener at a private school, says: “Schools and teachers are no longer what they used to be. Now, public school teachers care only about private tutoring, and classrooms are packed like sardines. Children return home as if they never went to school.”
He continues, “I wish I could afford to enroll my children in the school where I work. I hope to see them truly learning like ‘respectable people’s kids’ so they can have a better future.”
Al Borsa conducted a field study on private school tuition and the role of private investment in education. A random sample of both local and foreign private schools was selected to compare first-year tuition fees among schools known for delivering high-quality education.
The study concluded that the most expensive school in the sample was Cairo American College, with annual tuition for first-year students nearing EGP 91,000, excluding the annual bus fee, which exceeds EGP 10,000.
The least expensive school in the sample was BBC School, where the same grade costs about EGP 18,000 annually, with a bus subscription fee of EGP 1,900. The study noted an average annual tuition increase of about 10% through to the final year of secondary education, with minor differences between schools.
Top 10 Most Expensive Private Schools in the Sample
Prices in Egyptian Pounds with an Expected Annual Increase of 10%
| Rank | School | First-Year Tuition (EGP) | Bus Fee (EGP) |
| 1 | Cairo American College | 90,828 | 10,260 |
| 2 | Modern English School | 42,733 | 4,500 |
| 3 | Hayah International Academy | 33,150 | 4,500 |
| 4 | International School of Choueifat | 32,238 | 4,995 |
| 5 | British School in Rehab | 32,147 | 3,000 |
| 6 | Concordia | 30,000 | 4,250 |
| 7 | Saint Fatima Language School | 23,000 | 3,000 |
| 8 | Bedayia International (Islamic) | 22,000 | 4,000 |
| 9 | Deutsche Evangelische Oberschule | 20,000 | 3,289 |
| 10 | BBC School | 18,585 | 1,900 |
The study observed that the most expensive school is not necessarily the most popular or favored in society. For instance, Choueifat International School and BBC School enjoy exceptional reputations among those who can afford such fees. Yet, the study found Choueifat ranked fourth in cost while BBC School ranked tenth, despite its notable reputation and the public’s trust in its highly competent teaching staff.
It is commonly claimed by critics of private, particularly foreign, schools that they only accept tuition in foreign currency. However, the study found that despite notifying parents of tuition fees in foreign currencies (e.g., at Cairo American College and Choueifat), the schools do accept equivalent payments in Egyptian pounds.
This perception likely stems from past practices when schools insisted on foreign currency before the 2002 hard currency shortage crisis, after which the government ordered an end to this policy.
This is confirmed by Mrs. Nasra Fathi, a housewife and mother of twin primary students at Choueifat, who said she sometimes pays fees in U.S. dollars and sometimes in Egyptian pounds, and noted the school’s flexible payment policy.
Private institutions offer different curricula types: language schools that follow Egyptian ministry-approved curricula but teach primarily in English (and occasionally French), with standard Arabic and religious studies. Another type offers “foreign certificates” and is also subject to ministry oversight and requires students to take Arabic and religious education to gain admission to Egyptian universities through a separate placement system.
These include the American Diploma, Cambridge IGCSE, and less popular French, German, and Swiss certificates.
In an exclusive interview, Ms. Suzanne Abdel Nour, Exams Director at the British Council in Egypt, noted high demand for the British system, citing its compatibility with the Egyptian system. Students can switch systems without losing academic years, unlike in other systems. This is useful when families face financial difficulties or students struggle with the foreign curriculum.
Abdel Nour added that all textbooks are reviewed by ministry-appointed subject advisors to ensure alignment with educational goals and cultural norms. She emphasized that the British system prioritizes understanding over memorization and incorporates various assessments (written, oral, practical) alongside digital learning, unlike the Egyptian system, which relies heavily on rote memorization.
There are currently 100 schools in Egypt following the British system under British Council supervision, all recognized by the Ministry of Education and Cambridge University. These schools serve around 15,000 students from primary to secondary levels.
According to Abdel Nour, there is no official ranking of school quality, nor is such a ranking planned. However, the Council inspects each school three times a year to ensure quality. A failing school receives one warning and a follow-up inspection after six months. A second failure results in revoked accreditation, barring the school from offering the curriculum, thus maintaining educational standards. “We are extremely strict in these matters because it is about the Council’s reputation and respect for those who trust us,” she added.
Egypt reportedly ranks first globally in high-performing students in British exams. The UK government honored Egyptian students in a March ceremony at its Cairo embassy, attended by UK Ambassador Dominic Asquith, British Council Director Paul Smith, Cambridge Exams Regional Director William Pickerdike, and Egyptian Ministry of Education officials.
Student Yasser Sami El-Sayed was honored as top global performer in the British certificate. More than 113 students received awards for academic and artistic excellence. The UK government also presented the special “Mostafa Amr Faiz” award (named after a student who died en route to an exam) to Aya Alaa Mahgoub and Nour El-Din Tayseer for their resilience and determination.
In January, Education Minister Ahmed Zaki Badr reiterated the Cabinet’s support for private education and its expanded participation in schooling. This appears to be the official strategy despite public discontent with this approach.
In another government initiative, and in consultation with the Private School Owners Association, Badr stated that a gradual increase in private school fees would be studied to avoid burdening parents, acknowledging that private schools are essentially economic entities seeking returns, and fees are among their greatest challenges.
The minister also stressed the need for high standards in private schools—from school buildings to teacher qualifications—highlighting the teacher’s role in student development and the importance of shielding students from harmful influences.
In contrast, when asked about private education expansion plans, British Council Exams Director Suzanne Abdel Nour said no expansions are planned due to the Ministry of Education’s decision to halt new private school licenses since March. This contradicts the government’s previous optimistic rhetoric about expanding the sector.
One of the largest private education investors is Cairo Educational Services Company, chaired by Dr. Hassan El-Kalla. Established in 1997, it runs three strategically located schools and charges tuition fees. Its main shareholder is Cairo Real Estate Development Company, which owns 69% of shares, with the rest traded on the Egyptian stock exchange.
Cairo Real Estate Development, founded in 1992, aims to invest in affordable education for the middle class. It began by operating one school, Talae’ Al Mostakbal, and now oversees Egypt’s largest school network with 15 schools and over 24,000 students.
Private education at all levels is a rich subject of social debate, with supporters citing its superior quality and services. Critics fall into two camps. The first argues that this form of education alienates Egyptian students from their cultural and national identity, citing Westernized lifestyles and values incompatible with Egyptian and Islamic norms.
Concerned investors have responded by creating a new type of private school offering top-tier foreign curricula alongside strong Arabic, Islamic, and Quranic instruction. These schools match foreign counterparts in luxury, featuring swimming pools, advanced sports and arts facilities.
An example is Bedaya Islamic International School, where first-grade tuition is EGP 22,000.
Sociologist Dr. Ahmed El-Magdoub believes such schools “should have emerged much earlier in Egypt,” stressing the need to expand them to save new generations that are increasingly alienated from their language, culture, and sometimes even their faith.
The second group of critics accuses these schools of classism and extravagant luxury amid the government’s failure to offer acceptable public education. Their lavish amenities are often exaggerated.
Indeed, the stark contrast is clear: wealthy families flaunt elite school services—European trips, Latin American summer vacations, horseback riding, and more—provoking even affluent observers.
Abdel Nour responds: “The extremely wealthy students critics refer to make up less than 5% of the total. They attend a very limited number of elite schools. The vast majority are ordinary Egyptians who save every penny to educate their children.”
However, the questionable practices of a few schools have tainted the entire sector. Some schools create year-long waiting lists to appear in high demand, using this as a successful marketing tactic.
Others, like Cairo American College and the Modern English School, deliver exceptional educational outcomes but also shroud themselves in secrecy, avoiding media and fostering an air of aloofness that raises doubts about their relationship with the surrounding community.
This article is originally published by AlBorsa in Arabic and later AI-translated by South Push.