Training at the intermediate skill level is receiving increased attention worldwide (International Labour Organization, 2011). In Mexico, the importance has also been recognised and a Mexican dual education system (Modelo Mexicano de Formación Dual, MMFD) has been implemented by the national government in recent years. Consequently, successful cooperation between public and private actors is necessary so that practice-relevant skills can be taught (Billett & Seddon, 2004). Also, German actors support the reform process of the Mexican vocational education system (Federal Institute for Vocational Education and Training, 2015), which is why not only regional or national, but also international partnerships are existing. Although in the international context, the challenges of cooperation, e.g. between companies and vocational education providers, are already mentioned, there are only very limited research findings to indicate the necessary principles for successful cooperation in general (Callan & Ashworth, 2004) and in Mexico specifically (Pilz & Wiemann, 2020). Accordingly, our research question is: What principles are necessary for cooperation between different actors in Mexico? In vocational education research, different scholars mention some principles that are necessary for successful cooperation (e.g. Mitchell, 1998; Rees, 1997). For our research, the study conducted by Billett et al. (2007) provides a theoretical approach because this study focuses increasingly on the necessary principles for cooperation. The study identifies five principles: building and maintaining shared purposes and goals, building and maintaining relations with partners, building and maintaining capacities for partnership work, building and maintaining partnership governance, building and maintaining trust and trustworthiness. Methodologically, our research is based on a qualitative survey of expert interviews conducted locally and via video calls. The interview partners can be assigned to different regional, national as well as international actor types: German/Austrian/Swiss organisations, Mexican national authorities, Mexican organisations, vocational education organisations and companies. All interview had been transcribed and the results explored by qualitative contend analysis methods. The study shows that different principles are needed to ensure that cooperation does not come to an end. Furthermore, new insights can be gained, such as the importance of contracts between companies and VET organisations, as only on the basis of these contracts are learners insured. Based on our research, insights can be gained especially for the global South.

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