Supporting SDG 4 through Teaching Factory Readiness: A CIPP Evaluation with POAC Analysis at Vocational High School

Abstract

Teaching Factory (TEFA) connects school-based vocational learning with authentic industrial practices. However, variations in its implementation indicate the need for a comprehensive evaluation of institutional readiness. This study evaluated TEFA implementation readiness at State Vocational High School (SMK) 2 Padang using the Context, Input, Process, and Product (CIPP) model as the principal quantitative evaluation framework. The Planning, Organizing, Actuating, and Controlling (POAC) framework was applied as a qualitative analytical lens for interpreting managerial practices rather than as a separate quantitative measurement. A convergent mixed-methods design was employed. Quantitative data were collected through questionnaires administered to Grade XI students in the TKJ, BDR, and MPLB programmes, while qualitative data were obtained through interviews with three TEFA coordinators, observations, and institutional documents. Overall institutional readiness reached 76.5% and was categorized as Ready. Input achieved the highest score (79%), followed by Product (78%), Context (76%), and Process (73%). Qualitative POAC analysis indicated that planning, organizational arrangements, and programme implementation had been established, whereas controlling remained comparatively weak, particularly in monitoring, documentation, evaluation, and follow-up. Therefore, strengthening managerial control, continuous quality assurance, and industry collaboration is essential for ensuring sustainable TEFA implementation