Will We Find No One to Employ? An Alarm Bell We Must Heed Before It Is Too Late

By: Rody Nabil

When an industrialist at the Egypt Forum drops a line as stark as “We won’t find anyone to hire,” should we dismiss it as mere hyperbole? Or is it a realistic reading of what might happen if the gap persists between what our children learn in technical education and what the job market actually needs?

I lingered for a long time over these words, spoken by Engineer Ahmed at the Egypt 2026 Forum. They describe not a job crisis, but a skills crisis. How can a factory expand or a company produce if it cannot find a qualified technician, a trained electrician, or a plumber with genuine skill? This is where the danger of the warning lies, as it touches the future of both production and investment.

Technical Education: A Skills Crisis, Not a Jobs Crisis

Here, I completely agree with what he raised and strongly support his vision, because it stems from direct contact with the job market. Technical education is no longer a secondary path; it is the backbone of any industrial revival. If students study outdated theoretical curricula while factories operate with digital machines and artificial intelligence systems, the gap is bound to widen. Today’s job market does not look for a certificate; it looks for skills that can be applied immediately.

Efforts to Develop Technical Education in Egypt

It is only fair here to praise the recent efforts of the Ministry of Education and Technical Education on this file. There is a clear drive to advance technical education by expanding applied technology schools, linking them to companies and factories, and developing competency-based curricula. This is an approach that deserves all appreciation because it places us at the start of the right path.

What Can We Learn from International Experiences?

Engineer Ahmed was right to cite three international experiences. They are inspiring models, but they require a conscious Egyptian reading. Singapore’s experience with SkillsFuture—the idea of lifelong learning and not stopping at a school certificate through micro-learning via digital platforms—is an excellent concept that would suit Egypt very well if rolled out through free platforms for students and graduates.

As for South Korea’s experience of directly linking technical schools to factories, it is the most applicable in our context, though it requires infrastructure and intensive teacher training. Estonia’s experience in integrating artificial intelligence into education is a brilliant idea, but it requires a digital readiness in our schools, students, and teachers that may not be available with the same strength in every governorate. Therefore, it cannot be simply copied as is; it must be adapted to the conditions of each environment.

Two Practical Steps to Develop Technical Education

From here, mindful of the reality on the ground, I believe there are two practical steps that can be implemented immediately:

First: Direct Partnerships Between Factories and Technical Schools

Every industrial complex or large factory should adopt a nearby technical school, participate in writing part of its practical curriculum, and receive its students for real training rather than token training. This ensures that students learn what the factory actually needs. There are already existing models, such as Egypt Gold, but the aim is to generalize the experience more widely under the supervision and guidance of the ministry.

Second: Transferring the Expertise of Tradespeople to Students

A weekly hour should be set aside in technical schools where a skilled technician or a skilled craftsperson visits to talk to students about their profession, its challenges, and its secrets. This instills respect for the trade and breaks the negative stereotypes surrounding technical education.

Technical Education: A Gateway to Livelihood, Dignity, and Development

Engineer Ahmed’s remarks were not born of pessimism; they were a sincere call to restore the standing of technical education as a true gateway to livelihood, dignity, and development. Shall we invest this warning to forge a path where every skilled student finds a decent job opportunity, and every company finds a technician who elevates its output?

Published by Hany Sallam

Hany Sallam, Founder and Editor-in-Chief of Scientific Magazine Ahram
An independent Arabic science magazine operating since 2008, dedicated to simplifying science, technology, space, natural phenomena and scientific stories for Arabic readers. The magazine includes sections such as “Zodiac Group” and “Stories and Tales”, alongside science topics that combine knowledge with a spirit of discovery. It operates independently and is not affiliated with Al-Ahram Press Foundation or any governmental body.