As Egypt accelerates its national reform agenda in education and youth development, the British Council stands at the forefront of meaningful transformation — fostering inclusive, skill-based learning through strategic partnerships and community-driven programmes.
With a focus on teacher development, curriculum reform, and inclusive education, the Council is enabling thousands of educators, students, and young professionals to access the tools and opportunities needed to thrive.
At the heart of this mission is a commitment to reaching underserved regions and ensuring that no learner is left behind — values that align with Egypt’s Vision 2030 and are deeply embedded in every initiative the Council undertakes.
One of the key figures shaping this effort is Hala Ahmed, a seasoned education leader with over 20 years of experience, including 15 with the British Council.
In this conversation, she shares insights into the Council’s approach to inclusive education, the power of strategic collaboration, and what it truly means to empower learners and educators through context-driven, sustainable models.
- Can you give us an intro about yourself and your career achievements?
I’ve spent over 20 years working in education, with the last 15 years at the British Council. Throughout my career, I’ve focused on expanding access to quality education, particularly in underserved areas. I’ve had the privilege to lead programmes that support teachers, elevate English learning standards, and promote inclusive education across Egypt and the region.
One of the projects I’m most proud of is our long-standing partnership with Al-Azhar – empowering young people, especially women, to thrive academically and professionally through language learning.
- You’ve spent over two decades in the education field, with the last 15 years at the British Council. Can you tell us what continues to drive your passion for education?
Education transforms lives – it gives people the tools to shape their own futures. What keeps me going is seeing the ripple effect: when a teacher gains confidence in their teaching, hundreds of students benefit.
When a young woman in Upper Egypt masters English, new opportunities open for her and her community. These stories are powerful reminders that what we do really matters.
- You’ve led several impactful initiatives across the region, but the Al Azhar Partnership Programme is impressive. What makes this programme standout?
It’s unique because it brings together tradition and global relevance. Al-Azhar is a respected global institution, and through our partnership, we’ve been able to build English language capacity in a way that aligns with their values while opening doors to international dialogue and understanding.
What’s remarkable is how this work reaches beyond Cairo into places like Luxor – empowering young female students with skills that can change their lives.
- What are some of the specific challenges students and teachers face in remote areas like Upper Egypt, and how is your team working to overcome them?
Access is the biggest challenge – access to quality training, updated resources, and even a sense of possibility. We’ve worked hard to decentralise our efforts, setting up English Training Centres in places like Luxor and training thousands of teachers through scalable models like Teacher Activity Groups.
What’s helped us succeed is deep collaboration with local institutions like Al-Azhar and a clear focus on gender and geographic inclusion.
- You’ve worked with a wide range of groups—from Syrian refugees to public school teachers and university undergraduates. How has this shaped your approach to inclusive and gender-responsive education?
It’s taught me that inclusion can’t be an afterthought – it must be designed from the start. Whether we’re working with refugee learners or girls in remote towns, we ensure our programmes are responsive to their contexts and needs. We build flexibility into our teaching models and prioritise local voices in programme design. The result is education that’s not only effective but truly empowering.
- The Teach. Engage. Aspire – TEA. programme and the SEND campaign are other key initiatives led by the British Council. How do these efforts support long-term improvements in teaching quality and inclusive learning environments?
TEA equips teachers with modern, student-centred approaches, while the SEND campaign raises awareness and shifts mindsets about inclusion. Together, they build a stronger, more empathetic education system, one where every child can thrive, regardless of background or ability.
We see teachers becoming change agents in their communities, which is exactly the kind of sustainable impact we aim for.
- Can you speak to the importance of strategic partnerships the British Council has including MoE and UNICEF?
Lasting change only happens through collaboration. Our partnership with the Ministry of Education is at the heart of national education reform—from curriculum development to teacher training. With UNICEF, we are collaborating on Egypt’s new Education system for Basic Education with a focus on English language. These partnerships ensure our work is aligned with national goals and has a far-reaching, systemic impact.
- Looking ahead, can you give some information about the future plans for the British Council and other areas of your work?
We’re committed to deepening our reach—especially in underserved areas. We’ll continue expanding our presence in Upper Egypt, supporting girls’ education, strengthening teacher development, and introducing digital learning tools to close opportunity gaps.
And we’re investing in more inclusive, cross-sector programmes—because whether it’s a classroom in Luxor or a leadership programme in Cairo, we believe in the power of education to shape a better future.
