• Morocco signed an agreement to build the National School of Advanced Technologies (NSAT) in Dakhla with an investment of 100 million MAD (USD 10.8 million).

• The school will specialize in AI, robotics and digital systems, aiming to retain and upskill youth in the southern regions.

• Youth unemployment in Dakhla-Oued Eddahab rose from 13.1% in 2017 to 22.2% in 2024, underscoring the need for advanced training.

Morocco signed an agreement on November 29 to establish the National School of Advanced Technologies (NSAT) in Dakhla, as the government expands higher education capacity in the southern regions to address rising youth unemployment and a growing demand for digital skills.

The convention brought together Higher Education and Research Minister Azeddine El Midaoui, regional governor Ali Khalil, regional council president El Khattat Yanja, Ibn Zohr University president Nabil Hmina and Khalid Zouahri, CEO of the regional development company. The project allocates 100 million MAD (USD 10.8 million) for the construction of a school dedicated to artificial intelligence, robotics and digital systems, with the regional council contributing 20 million MAD.

According to Morocco World News, the regional development company will conduct technical studies, oversee construction and monitor implementation. The NSAT will complement recently established institutions in the South, including Dakhla’s business school and Laayoune’s medical school. The government aims to offer high-level training locally, reduce migration to northern universities and build a scientific ecosystem that supports innovation and research.

The project aligns with regional socio-economic needs. Despite a 53% employment rate in 2024, the Dakhla-Oued Eddahab region continues to face challenges related to job quality and stability, particularly for young people and graduates. Youth unemployment rose from 13.1% in 2017 to 22.2% in 2024, according to the Haut-Commissariat au Plan (HCP).

The HCP also warned in a 2025 report that despite improvements in literacy, territorial and social disparities remain in access to higher education, particularly across provinces.

This article was initially published in French by Félicien Houindo Lokossou

Adapted in English by Ange Jason Quenum