<![CDATA[Vocational high schools in the Kepulauan Riau require governance arrangements that integrate industry-based learning with flexible, accountable, and sustainable management of school resources. This policy paper evaluates the integrated implementation of the Regional Public Service Agency (BLUD) and Teaching Factory in 12 state vocational high schools using the Context, Input, Process, Product (CIPP) evaluation framework. The study is based on a cross-sectional questionnaire involving 230 respondents, including school leaders, heads of expertise programs, vocational teachers, Teaching Factory managers, BLUD managers, and education personnel. The revised analysis resolves earlier inconsistencies in scoring and applies a single transparent interpretation rule across all indicators. The corrected CIPP results show scores of 82.0% for Context, 76.8% for Input, 76.8% for Process, and 81.2% for Product, with an overall mean of 79.2%. The results indicate relatively strong policy and industry alignment, while funding support, program support personnel, BLUD administration, and monitoring and evaluation remain the main implementation constraints. These findings are interpreted as stakeholder perceptions of program performance rather than evidence of causal effects. Policy alternatives are prioritized based on problem severity, implementation feasibility, regional-government authority, and expected contributions to program sustainability. The paper recommends operational BLUD guidelines, targeted managerial capacity building, protected financing for production units, routine performance monitoring, stronger school-industry co-governance, and production units aligned with the maritime and service-based economy of the Kepulauan Riau to strengthen long-term institutional effectiveness and program continuity.]]>
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