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VVOB employs around 200 people worldwide. Its head office is based in Brussels, with local offices in 9 other countries. VVOB's organisational structure is built up around 3 pillars:

1. Policy management

General Assembly

The Chairperson convenes the General Assembly. The members of the association have a casting vote. They are in charge of among other things:

  • The annual report
  • Orientation towards future
  • Amendments to the articles of the organisational policies
  • Appointment of the Board of Directors

There is at least one General Assembly each year, in the first trimester.


Members of our General Assembly

Board of Directors

The Board deals with the following issues, among other things:

  • Determining and monitoring of the overall strategy of the organisation
  • Determining the orientations and follow-up on the North and South operations
  • Financial policies, budgets and accounts
  • Policy follow-up on partnerships with third parties

Members of our Board of Directors

(Ad hoc) work groups

Sometimes an issue requires detailed research and consultation. This is done by addressing it in a working group.

2. VVOB head office

VVOB’s head office in Brussels (Belgium) supports the programmes in its partner countries and coordinates the general organisation. VVOB also organises activities in Flanders, which are coordinated from the head office.


Our team in Brussels

3. VVOB local teams

VVOB is currently active and has deep-rooted strategic and operational partnerships in nine countries: Cambodia, DR Congo, Ecuador, Rwanda, South Africa, Suriname, Uganda, Vietnam and Zambia.


The programme managers are responsible for the local coordination and operations of the programmes. The local and expatriate employees manage specific components within their programmes.


The programmes of VVOB are systematically connected to the policy plans of the local governments in our partner countries. More concretely, we work together with Ministries of Education, pedagogical services, institutes for teacher trainings and quality supporting institutions (overseeing and guiding institutions, etc.) instead of working directly with learners. Through this approach, we primarily reach teachers, lecturers, supporting staff, parents and school communities. Find out more about our approach.