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Algeria Opens Second Edition of Study in Algeria Program for International Students

Algeria Opens Second Edition of Study in Algeria Program for International Students
Tuesday, 17 February 2026 12:28
  • Government launches new intake under “contractual” status for foreign students
  • First edition recorded about 6,400 registrations in pilot phase
  • Higher education system enrolls over 1.5 million students nationwide

The Algerian government announced on February 15 in Algiers the opening of registrations for the second edition of the Study in Algeria program. The initiative targets international students seeking to pursue higher education in Algeria under a contractual status.

Higher Education and Scientific Research Minister Kamel Baddari said the new edition provides an opportunity to assess the experience gained since the launch of the Study in Algeria digital platform. Speaking at a national meeting of international students registered on the platform, he said the program forms part of efforts to modernize universities, improve performance and diversify funding sources.

According to Baddari, the platform is intended to enable Algerian universities to compete with international academic networks in higher education and research. It also allows students to transfer the skills acquired in Algeria to their home countries and serve as ambassadors for Algeria abroad.

Study in Algeria was launched in April 2025 to open the country’s universities more broadly to international students through a single digital application process. The first edition, introduced as part of reforms aimed at modernizing and internationalizing the university system, generated about 6,400 registrations, a notable inflow during its pilot phase in a country where most students remain domestic.

At the national level, Algeria’s higher education system is among the largest in Africa, with more than 1.5 million students enrolled in the 2025–2026 academic year across about 140 public and private institutions offering programs from undergraduate to doctoral levels. This scale reflects the system’s capacity while also highlighting structural challenges related to teaching quality, graduate employability and the international recognition of degrees.

Félicien Houindo Lokossou

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