International

International Education Development Begins with Context

DVEC works internationally from its base in Dubai, United Arab Emirates, drawing on the principles of German dual education, institutional cooperation and experience across different educational and national contexts.

German Foundations. International Perspective.

Based in Dubai

A Platform for International Cooperation

Dubai provides DVEC with an international base at the intersection of Europe, Asia, Africa and the Middle East.

From the United Arab Emirates, DVEC can engage with governments, educational institutions, universities, industry and international partners across different regions while maintaining a clear professional connection to the principles and experience of German dual education.

Context Before Transfer

International Experience Should Expand Possibilities — Not Replace National Judgement

Education systems are shaped by history, institutions, legislation, professional cultures, labour markets, qualifications and social expectations.

For this reason, an educational model cannot simply be transferred from one country to another without adaptation. DVEC approaches international cooperation by identifying the principles that make an educational system effective, understanding the national context and developing implementation pathways together with responsible institutions.

The question is not: How can another country copy a system?
The question is: Which principles are relevant — and how should they work here?

German Foundations

Principles as a Reference — Not a Blueprint

German dual vocational education provides internationally recognised principles that can inform education development: structured cooperation between learning locations, occupational competence, workplace learning, qualified educational professionals, recognised assessment and shared responsibility between education and professional practice.

DVEC uses these principles as a professional reference. Their international value lies not in reproducing German institutional structures, but in understanding why particular relationships and quality mechanisms work — and how comparable functions can be developed within another national system.

National Relevance

Sustainable Development Needs Institutional Fit

An education programme can be technically well designed and still fail if responsibilities, legislation, professional roles, financing or institutional capability do not support implementation.

National relevance is not an adjustment made at the end. It is a design condition from the beginning.

Selected International Engagements

Publicly Verified Engagement

Only information that has passed DVEC publication verification is shown.

Ghana

Technical and Vocational Education and Training (TVET)

Programme Development

DVEC-FZCO and Ghana’s Ministry of Labour, Jobs and Employment have established a framework for cooperation on industry-oriented vocational education and skills development, with a focus on stronger links between education, professional practice and emerging technologies.

International Cooperation

Different Contexts. Shared Professional Responsibility.

DVEC works with public authorities, educational institutions, universities, chambers, industry and international organisations where their responsibilities intersect with education development and implementation.

The objective is not to maximise the number of stakeholders involved, but to connect the institutions whose responsibilities are necessary for the system to function.

Cooperation becomes valuable when responsibilities become connected.

International Expertise · National Ownership

External Expertise Should Strengthen Internal Capability

International experts can contribute comparative knowledge, specialised expertise, implementation experience and an external perspective.

But sustainable education development ultimately depends on national institutions and professionals being able to carry, adapt and further develop the system themselves.

The strongest international cooperation leaves greater capability behind.

Institutional contexts

Different responsibilities. Connected educational challenges.

These twelve institutional perspectives describe potential counterparts and their questions. They are not separate business divisions or a claim of existing mandates.

Ministries

Education reform priorities, national strategy and coherent policy options.

Government agencies

Governance, institutional responsibilities and implementable programmes.

National education and TVET institutions

Qualification frameworks, vocational standards and quality systems.

Schools and school authorities

Strategic development, educational quality and transitions into further learning.

Universities and higher education institutions

Institutional profiles, programmes and academic–professional integration.

International organisations

Technical advice, programme design and evidence-based evaluation.

Development banks

Educational feasibility, implementation capacity and programme evidence within their own procedures.

Chambers and business associations

Learning cooperation, trainer qualification and examination structures.

Companies

Work-based learning, corporate academies and workforce qualification architectures.

International corporate groups

Coherent education standards and context-sensitive learning systems across locations.

Education investors

Educational and institutional feasibility, operating concepts and quality risks; no investment advice or return guarantee.

Project and consortium partners

Clearly scoped expertise, work packages, partnership responsibilities and delivery capacity.

Discuss an institutional assignment

From International Experience to National Relevance

International Cooperation Is Strongest When It Creates Capability That Lasts

Different countries require different pathways. What should remain consistent is the commitment to educational quality, institutional responsibility, professional capability and implementation that can work in practice.

Explore Our Approach Discuss an Institutional Context