This paper examines the link between education and economic growth in Algeria over the period 1990-2016. This period is seen as the transition period where Algeria has conducted structural economic changes. The study employs the co-integration and error-correction models as well as Granger causality test. The main findings of the empirical study revealed the existence of a long-run equilibrium relationship between education and economic growth in Algeria. However, there is no causality between them. It is, therefore, imperative to rethink the quality of the educational outcomes, and to adapt them to the real requirements of the national economy.