AGES: Bridging Contents - Empowering Students for International Success
Updated 7/27/2025 9:00:00 AM
Arab Finance: As Egypt continues its strategic push towards an advanced knowledge-based economy, the education sector stands as a crucial pillar in national development. With increased public investment in education planned to reach EGP 61 billion as part of a broader national strategy, fostering global educational opportunities and enhancing student experience is more critical than ever.
In this dynamic landscape, we interviewed Osama Mohamed, CEO and Co-founder of Alpha for Global Educational Services (AGES). Mohamed shares profound insights into the company's inspiring journey, its impact on students, and its visionary plans to further integrate Egypt into the global educational landscape.
1- What inspired you to found AGES, and how has the company’s mission evolved since 2012?
The idea for AGES started with a brand called Alpha Technologies. My main goal was to help university students in Egypt get jobs by offering short courses like ICDL, English, and engineering programs such as AutoCAD and safety.
Around 2017-2018, I personally traveled with a group of students to study in Russia and completed a diploma at a Russian university. Witnessing how many students were studying abroad inspired me to start a new track focused on Study Abroad when I returned to Egypt in 2018. This track is more than just a business to me, it is something I’m personally involved in.
Since then, we have expanded our work with Russian universities and obtained a license from a major organization called ICEF in Germany, which organizes workshops and events for universities and agencies worldwide. We attended our first workshop in Dubai in 2020 and began expanding into the UAE in 2022.
In 2023, we started a project with a Spanish university, and in 2024, with an American university. Our mission has grown from providing skills training to facilitating international academic opportunities and supporting students’ transitions to studying and living abroad.
2- How do you measure the impact AGES has had on students and the broader educational landscape in Egypt, and how do you help students studying abroad?
We measure our impact through the number of students we have placed in international universities, the success stories we collect, and the breadth of our partnerships. We now work with more than 25 countries and over 250 universities.
Our involvement in major educational workshops and securing licenses from organizations like ICEF shows our influence in Egypt and the region.
3- What are the most common obstacles students face when applying to study abroad, and how does AGES help them navigate these issues?
Students face several challenges:
Cultural Adjustment: Moving from studying at home to a university abroad is not easy. It can take at least a year for a student to mature and handle responsibilities independently, especially in a country with a different culture, language, and laws.
Emotional Intelligence: Many students from the Middle East face unique pressures related to family, food, and lifestyle. The transition can be emotionally taxing.
Administrative Barriers: Visa processes, immigration laws, and documentation can be overwhelming.
Financial Concerns: The cost of studying abroad and managing finances is a significant hurdle.
We help by providing personalized counseling and support throughout the application and relocation process, offering preparatory programs to help students adapt.
4- How does AGES select the universities and programs it partners with? What criteria are most important?
Because we belong to a large organization like ICEF, most of the universities we work with are pre-selected and accredited. We do not have to check their accreditation ourselves.
We look for universities that are interested in attracting students from the Egyptian market or the Arab world and those that offer opportunities for cultural and business exchange between Egypt and the host country. Our ICEF license streamlines the selection process and ensures that all partner institutions meet high standards.
5- What does ICEF accreditation mean for AGES and its students?
ICEF accreditation is very important to us. It provides annual monitoring and quality assurance through regular workshops and inspections. Every year, at least four universities must advise that we are a good company and that we follow the rules.
ICEF also helps with dispute resolution between students and universities. While students may not always recognize the value of ICEF accreditation directly, it underpins the trustworthiness and effectiveness of our services.
6- Could you elaborate on AGES's business model, including how you structure your service fees and generate revenue to sustain the company’s operations and growth?
We are not just an education consultant. We have taken our services to another level by bridging the gap between students in Egypt and those who want to study abroad. We cooperate with universities to open branches in Egypt and develop transitional programs.
For example, we worked with UCAM to open its Spanish institute in Alexandria. And we hope to cooperate with other international universities to consider Egypt as an educational tourist destination.
We are also part of a tech group for AI and artificial intelligence for universities, based in London, UK, called Global Study. Our revenue comes from student fees, institutional partnerships, and value-added educational services. We focus on preparing and supporting students, not just on financial goals.
7- What do you see as the biggest challenges currently facing Egypt’s education sector, especially in terms of funding, infrastructure, and teacher shortages?
After a decade of experience in Egypt’s education sector, I have observed that the most pressing challenge is the disconnect between education and the public sphere. This issue is not unique to my perspective; a comprehensive OECD report from 2008, conducted in collaboration with the World Bank, highlighted that the private sector’s involvement in education is minimal.
The report emphasized the need for active participation from professionals, both men and women, on the ground in curriculum development and educational reform.
Other persistent challenges include:
Limited Private Sector Engagement: The private sector is largely absent from meaningful roles in shaping education, which stifles innovation and responsiveness to market needs.
Student Affairs and Recruitment: The process of recruiting students to Egyptian universities is fraught with operational and structural challenges. The current system does not facilitate easy recruitment or retention, making it difficult for universities to compete internationally.
Workflow Inefficiencies: Students often face bureaucratic hurdles that impede their academic journeys, from admissions to graduation.
Funding and Infrastructure: Chronic shortages in funding and outdated infrastructure continue to hamper progress, despite new investments in the sector.
Lack of Hands-On Experience: My academic journey, from Alexandria University to professional and academic MBAs, revealed the critical importance of practical, hands-on learning, which remains lacking in many Egyptian institutions.
8- With Egypt planning to increase public investment in education to EGP 61 billion as part of a broader strategy to improve access, what do you think is missing to transform Egypt into an educational tourism destination?
With Egypt planning to increase public investment in education to EGP 61 billion, there is significant potential to position the country as an educational tourism hub. However, several gaps must be addressed:
International Visibility and Marketing: Despite Egypt’s global reputation as a tourist destination, its universities are largely absent from major international education exhibitions. In over 50 exhibitions across 15 countries, I have seen only one Egyptian university represented. In contrast, Gulf countries actively promote their institutions abroad.
Strengthening International Departments: Every university in Egypt should prioritize the development of robust international departments. These departments are crucial for attracting and supporting foreign students and fostering global partnerships.
State Facilitation: The government must ease restrictions and streamline processes for international students, making it simpler for them to come to Egypt for their studies.
Program Diversification: Introducing flexible academic pathways, such as dual-degree or transfer programs, can make Egypt more attractive to international students and their families.
Ecosystem Development: Dubai’s success as an educational hub is rooted in its vibrant business ecosystem, which supports both universities and students. Egypt should similarly focus on creating an environment where international companies and universities can thrive, offering students clear career pathways post-graduation.
9- Finally, Ages has expanded into Dubai alongside many other countries, what are your plans regarding expansion, operation in the upcoming two years?
Expanding into Dubai has allowed us to grow our network and partnerships across the Gulf region. We operate more flexibly and virtually, without needing a large physical presence. This has helped us access new markets and serve a broader demographic of students.
At AGES, we are actively exploring the integration of artificial intelligence into many aspects of our work. We have begun developing AI-driven tools to support our workflows and enhance student experience.
While AI has shown promising results in improving efficiency, we recognize that the core of our service remains deeply human. Personal interaction is essential. We must listen carefully to students’ concerns and navigate the complex dynamics between students and their guardians, especially when making critical decisions about study destinations, accommodation, and adapting to new cultures.
In line with this, we are launching an innovative program called the Parents Study Abroad Simulation. This initiative aims to raise awareness among parents about the realities their children will face when studying overseas.
Since many guardians have never traveled abroad themselves, the simulation helps them understand cultural differences, immigration procedures, and the emotional challenges students encounter. By preparing families in advance, we hope to ease the transition and reduce misunderstandings that can arise during the early months of study abroad.
Together, these efforts reflect AGES’s commitment not only to provide solutions but also to empower students and their families with knowledge and support throughout their educational journey.
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