The Kingdom of Morocco is one of the clearest and most sustained international experiences in my career. My activity there began in 2020 through my regional role with IGate International and SUPIGATE in vocational education, continuing education, digital training and the development of educational and training institutions.
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The work included responsibilities in regional management and operations, programme development, project coordination, partnership management, and linking training to job-market needs and employability.
Regional leadership and operations management
My role in Morocco has involved managing and coordinating an important part of the operations of IGate International’s programmes and the related education and training projects.
This has included:
- Developing programme operating plans
- Coordinating educational and training operations
- Developing working mechanisms between departments and trainers
- Following up on programme delivery
- Developing educational services
- Supporting regional and international expansion
- Building operating models to manage multiple programmes more efficiently
This stage reflects a shift from managing individual training programmes to managing an education and training system operating at several levels and in several markets.
Developing and running the SUPIGATE platform
One of the most notable parts of the Moroccan experience is helping develop and run SUPIGATE as a digital education and training system.
The platform was designed to support a complete learning cycle, including:
- Learner registration
- Managing lectures and programmes
- Attendance tracking
- Exams and assessment
- Certificate management
- Trainer management
- Payments
- Reporting and administrative follow-up
SUPIGATE is thus a practical model of the shift from traditional training management to an integrated digital system for managing education and training.
More than 1,000 learners
This experience covers overseeing and contributing to educational and training programmes that served more than 1,000 learners within the IGate/SUPIGATE system.
The training areas included:
- Management
- Technology
- Human resources
- Media
- Languages
- Artificial intelligence
- Vocational training
- Applied skills
Vocational education and employability
One of the most important themes of the work in Morocco is developing professional programmes linked to the needs of the job market.
The aim was not just to offer training courses, but to develop pathways that help learners gain practical skills and improve their employability and professional readiness.
This included developing programmes to suit the needs of different sectors, choosing training content more closely tied to real practice, and improving how training is delivered and how learners are followed up.
Digital learning and institutional transformation
The Moroccan experience was an important stage in developing my experience of digital transformation in education.
Through SUPIGATE and the digital operation of programmes, many stages of the learning process could be managed online — from registration to exams, certificates and reports.
This is a practical model of using technology in:
Education + administration + operations + follow-up + assessment
This is the path that later developed into my stronger interest in AI and immersive technologies in education.
Developing training programmes
The role also included designing and developing training and professional programmes in various fields.
Responsibilities included identifying needs, setting the overall programme concepts, developing content, coordinating with trainers and specialists, and studying how to deliver programmes in a way that suits the target group and the market.
This reflects experience in programme development, not just in managing training after it is launched.
Building partnerships and memoranda of understanding
Developing institutional relationships and partnerships is one of the most prominent aspects of the Moroccan experience.
Responsibilities included preparing and developing:
- Memoranda of understanding
- Cooperation offers
- Partnership agreements and proposals
- Operating plans
- Joint programme concepts
- Cooperation models between educational and training institutions
These relationships extended to bodies in Morocco, Egypt and other Arab and international markets, making Morocco an important hub in IGate’s regional and international cooperation network.
International cooperation from Morocco
The Moroccan experience was not limited to the local market; Morocco also became a platform for a number of international educational cooperation activities.
A notable example was a workshop held in Tangier in May 2025 with students from the French institution Saint Jean Douai Business School.
The workshop covered topics related to:
- The metaverse
- Virtual reality
- Digital transformation
- The future of education
- Immersive technologies
- This activity is a clear example of combining a professional presence in Morocco with international educational cooperation
Artificial intelligence and future skills
Artificial intelligence also became one of the programme and training areas within the system, alongside technology and applied skills.
This is a natural evolution of the work in digital learning: from using technology to manage education, to introducing more advanced topics that help learners prepare for new changes in the job market.
Morocco as a hub for regional expansion
The Moroccan experience stands out because it was not just a training activity in one country; it played a role in regional expansion and in building a cooperation network between Morocco, Egypt and Arab and international markets.
This contributed to developing practical experience in:
Operations management + vocational education + digital transformation + programme development + building partnerships + regional expansion
This set of experiences makes Morocco one of the most important stations in my international career.
Morocco in my international career
From 2020 to today, Morocco has been a relatively long experience that combines leadership, management, operations, education, technology and international partnerships.
Its value lies in combining administrative and strategic work on the one hand, and direct impact on learners, programmes and educational platforms on the other.
It also reflects the evolution of my path from traditional training to digital learning, smart platforms, and programmes linked to the job market and future skills.