Strategic Governance Of Vocational Education: Concepts Of Digital Transformation And The National Context

This article examines how strategic governance can steer vocational education and training (VET) systems through the turbulence of digital transformation while remaining anchored in national priorities and institutional realities. Drawing on contemporary governance theory, quality management standards for educational organizations, and global TVET policy frames, the study develops an integrated governance model that connects macro-level strategy, meso-level institutional leadership, and micro-level teaching–learning practice. Methodologically, the paper synthesizes comparative policy analysis with a conceptual systems approach, informed by document analysis of international standards and frameworks. The proposed model locates digital transformation as an enabling trajectory rather than a purely technological shift, emphasizing data governance, assurance of learning outcomes, teacher capability, and labor-market intelligence as governance levers. The national context is theorized through the alignment of digital skills taxonomies with national qualification frameworks, regulatory compliance, and funding logic, together with equity and inclusion considerations. Results suggest that coherent strategy cascades, outcome-based curriculum redesign, interoperable learning technologies, and evidence-based decision-making can improve the responsiveness, quality, and resilience of VET. The discussion clarifies risks, including misalignment between policy ambition and capacity, fragmented data ecosystems, and ethical issues around learner data. The article concludes with actionable implications for policymakers, institutional leaders, and social partners, arguing that strategic governance of VET in the digital era must be simultaneously standards-led and context-sensitive.

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