The real challenge is not the creation of an elite group, but the elevation of capabilities across the entire workforce, says Karim Moufekkir, a PhD in Public Affairs from Paris-Dauphine PSL University

In a context where innovation, education and entrepreneurship are increasingly interconnected, an ambitious new academic initiative is currently being developed between Andorra, France and Morocco. The European University of Andorra (Universitat Europaea, eUniv), Paris-Dauphine University and several Moroccan universities are currently engaged in discussions to establish a dual-degree framework, together with a system for the mutual recognition of academic credits. The objective is to promote genuine academic mobility between institutions by ensuring that credits obtained in one country are recognised in the others, thereby facilitating international academic pathways for students. The choice of the European University of Andorra reflects its administrative flexibility, its capacity to deliver hybrid learning formats, both in person and online, and its already established academic and professional network. Discussions with the Andorran public sector are also underway to integrate the initiative into the national higher education ecosystem. Within this framework, a new postgraduate training programme is scheduled to launch in September 2026. Positioned between a bachelor’s and a master’s degree, the programme is designed as a career-oriented and entrepreneurial pathway. Its objective is clear: to train a new generation of students capable of developing and launching their own startups in Andorra, based on artificial intelligence applications built using no-code technologies. Beyond the technical dimension, the programme will also include key competencies in communication, business strategy, pitching and business planning, together with essential legal foundations relating to corporate law and data governance, particularly compliance with the GDPR (General Data Protection Regulation). At the conclusion of the programme, students will present their projects to a jury composed of representatives from banks, public and private institutions, as well as major international companies such as Oracle and Octopian. The jury will assess both the commercial viability of the projects and their market potential. Selected participants may subsequently receive support during the market-entry phase, including assistance with the establishment of their own company in Andorra through an investment and equity participation model. The programme will be delivered in English and will be open to an international audience. Courses will be available both in person and online, enabling participants to join from anywhere in the world. The total cost of the ten-month programme is estimated at approximately €3,000. Faculty members and contributors will come from a range of international backgrounds, including Andorra, Switzerland, France and the United States, depending on their areas of expertise. The initiative is also aligned with local development strategies, notably those led by Andorra Business and initiatives related to Andorra Digital, with whom discussions are currently underway. Particular emphasis is being placed on the use of sovereign and locally developed technological solutions in order to ensure data protection and respect for privacy. We speak with Karim Moufekkir, an entrepreneur who holds a PhD in Public Affairs from Paris-Dauphine PSL University, one of France’s leading institutions in economics, management, finance and the social sciences, and part of PSL University (Paris Sciences & Lettres). A specialist in innovation, governance and strategic development across Europe, Africa and the French-speaking world, Karim Moufekkir has dedicated his career to building concrete bridges between knowledge, technology and economic impact in support of regional development and emerging talent. Interview: Irina Rybalchenko How do you plan to reconcile European academic standards with the regulatory, cultural and economic realities of African countries in order to build academic and research partnerships? I have worked across different legal and economic environments in France, Spain, Switzerland and Morocco. That experience taught me something very simple: you cannot simply take a European model and replicate it identically in Africa. For such partnerships to succeed, I believe three pillars are essential. First, maintaining genuine European academic standards: high-quality teaching, academic rigour, recognised certification and, above all, student employability. Second, ensuring intelligent adaptation to local realities. Each country has its own regulatory framework, economic priorities, languages and business culture. And finally, perhaps most importantly, collaboration with local stakeholders: universities, businesses, public institutions and innovation ecosystems. It is precisely this combination that makes it possible to build robust and sustainable projects. When it comes to academic quality and the recognition of degrees, international recognition is a key issue. Which mechanism do you consider the most robust for ensuring academic standards and degree recognition, and why? The most robust model is progressive co-certification combined with joint programmes – the two go hand in hand. Why? Because it immediately provides international credibility. It reassures students, families and employers. It also enables a gradual transfer of expertise to local institutions. Above all, it ultimately paves the way for greater regional academic autonomy. The franchise model may appear attractive because it allows institutions to move more quickly, but it is generally less robust in terms of reputation and academic governance. So, for me, the approach is simple: recognised excellence today, academic autonomy tomorrow. How do you plan to make this model accessible at scale while ensuring inclusivity and supporting non-technical professionals in developing their skills? Democratising excellence requires an accessible model. To address the challenges of accessibility and inclusivity, I believe several approaches are essential. First, smart pricing mechanisms based on scholarships, flexible subscription models, monthly payment options, and public-private partnerships, including collaborations with banking institutions. Second, progressive learning pathways that support participants from beginner to advanced levels. Personalised support through mentoring, coaching and a strong learning community is also crucial, as is the genuine inclusion of non-technical profiles through modules with no technical prerequisites and a pedagogy centred on practical applications. And finally, rigorous impact measurement focused on professional integration, entrepreneurship and skills development. Ultimately, the real challenge is not to train a select few, but to significantly raise the overall level of skills across society. Distance learning for French-speaking students across Europe is a key focus. What makes this model particularly attractive, and what conditions must be met for a pilot programme in Andorra to become a model that can be replicated in other regions? Andorra has the potential to become an exceptional strategic testing ground. This is because it combines several key strengths: a flexible European location, an international environment, an ideal size for rapid experimentation, a genuine capacity for regulatory innovation, and strong appeal to both talent and investors. If the pilot programme succeeds in Andorra, it can then be replicated elsewhere. However, for this to work, several conditions are essential. First, impeccable academic quality. Second, a high-performance technological platform. It also requires genuine human support, recognised degrees, measurable outcomes and, of course, strong user satisfaction. Ultimately, the goal is simple: to build an exportable standard, not just a digital campus. What role will sovereign AI and data analysis play in academic programmes? What “AI + data” skills do you consider essential for employability and entrepreneurship? Sovereign AI and data must be at the heart of the initiative, not as a technological gimmick, but as a genuine driver of competitiveness. They operate at five levels. First, the personalisation of learning pathways, adapting education to each student’s level and pace. Second, professional simulation environments using real-world cases in finance, healthcare, industry and public administration. Third, project development: building startups, business plans, automation systems and dashboards. Fourth, assessment support through continuous measurement of skills and progress. And finally, strategic guidance, based on real-time analysis of labour market needs. The essential skills include prompt engineering, data analysis, no-code automation, cybersecurity and data governance, as well as critical thinking, AI project management and digital entrepreneurship. Ultimately, the future belongs to hybrid profiles combining business expertise, AI capability and leadership. In your opinion, what is the most critical risk in the rollout: governance, adoption, compliance, cybersecurity, academic quality, funding, or data sovereignty? And what concrete measures do you propose to mitigate this risk within the first six months? In my view, the most critical risk is trust. Without trust, there is no adoption, no enrolment, and no partnerships. This trust rests on four pillars: academic quality, data protection, value in the job market and clear governance. What concrete measures do you propose to mitigate this risk within the first six months? First, the establishment of an academic excellence committee composed of independent international experts. Second, full transparency regarding standards, programmes, career outcomes and certifications. Third, a “security-by-design” approach, with cybersecurity and data sovereignty built in from the outset. And finally, visible quick wins: the first graduating cohorts, the first incubated projects and the first hires. Ultimately, trust cannot be decreed; it is built through evidence. You will lead the Maghreb distribution unit of the AITEK SOVEREIGN CLOUD platform, which is set to become a strategic hub. Specifically, what will be your mission in connecting a French-speaking audience in Africa to European standards in postgraduate education? And in transforming this bridge into a catalyst for the mass creation of startups? My mission will be to make the Maghreb hub much more than a distribution centre: a true engine of regional transformation. The idea is to connect Francophone students, executives and entrepreneurs in Africa to European standards of higher education, while adapting content to local realities. The ultimate goal is not only to train, but to build a comprehensive ecosystem: education, incubation, financing, support and the creation of high-value-added startups. The Maghreb can become a natural gateway between Europe and Africa for the knowledge economy. Ultimately, our ambition is simple: to transform human capital into economic capital. How do you envision collaboration between Africa, the Maghreb and Europe around a sovereign cloud and a sovereign “agent-based” and “no-code” AI with Andorra serving as a pilot platform? I see Africa, the Maghreb and Europe not as three separate blocs, but as a complementary strategic space. Europe brings strong, widely recognised academic and industrial expertise, including through its close collaboration with international partners. The Maghreb offers, in addition to its geographic, linguistic and cultural position, a pool of talent that has already proven itself within major global corporations and is now driving the emergence of new digital talent “made in Africa”. And Africa, more broadly, brings the demographic, entrepreneurial and creative energy that seeks to position itself at the forefront of emerging global challenges. A sovereign cloud and sovereign AI will enable us to retain value, data and decision-making capacity within these strategic spaces. What message would you like to convey to institutions, universities and young African entrepreneurs? If I may humbly share a message, it is the following: to institutions: invest in human capital; to universities: embrace new models; to entrepreneurs: dare to create now; and to African youth: you are not tomorrow’s market; you are today’s driving force.The post The real challenge is not the creation of an elite group, but the elevation of capabilities across the entire workforce, says Karim Moufekkir, a PhD in Public Affairs from Paris-Dauphine PSL University first appeared on All PYRENEES.