Governance Capacity: A Critical Analysis of Vocational Education Administration Models in Local Government of Laos
DOI:
https://doi.org/10.70232/jrep.v3i3.215Keywords:
Vocational Education, Administration Models, Local Government, Decentralization, Governance CapacityAbstract
Centralized governance frameworks in developing economies frequently generate a fundamental tension between national policy coherence and the operational responsiveness required by diverse local labor markets. In Laos, this tension is acutely manifest within the administration of Vocational Education (VE), where provincial and district authorities bear expanding implementation responsibilities without commensurate transfers of fiscal authority, administrative capacity, or technical expertise. This study critically examines the administration models operationalized within local VE governance in Laos, identifies the structural constraints limiting their effectiveness, and proposes an evidence-grounded five-component governance reform framework. Employing a sequential explanatory mixed-methods design, the study integrates quantitative survey data from 781 stakeholders across all provinces, comprising local government officials, VE administrators, educators, and industry representatives, with semi-structured qualitative interviews and systematic policy document analysis. Quantitative findings reveal that administrative model typology (centralized, decentralized, hybrid) accounts for less than 2% of the variance in perceived governance effectiveness, whereas process-level governance qualities, institutional autonomy, stakeholder participation, decentralization depth, and resource adequacy jointly account for 56% of the variance in perceived suitability. Public-Private Partnership (PPP) strength emerges as the strongest predictor of institutional effectiveness. Qualitative findings illuminate the mechanisms underlying these patterns: local authorities function as pragmatic brokers, navigating structural rigidities through informal networks and discretionary project-based initiatives that remain institutionally unsustainable and inequitably distributed. The study identifies a centralization-responsiveness paradox wherein ceremonially adopted decentralization policies coexist with functionally centralized operations, generating accountability ambiguities and inequitable governance costs. Grounded analytically in institutional theory, decentralization theory, and human capital theory, the proposed framework integrates reconstituted multi-level governance architecture, institutionalized demand-side engagement, equitable financing, systematic capacity development, and rigorous performance accountability. Implications are discussed for policymakers, development partners, and VE administrators in comparable transitional economies.
References
Anyanwu, R. N., & Payet, S. A.-M. (2025). The influence of advanced leadership education on the management of pedagogical transformation. Journal of Research in Education and Pedagogy, 2(4), 574–588. https://doi.org/10.70232/jrep.v2i4.108
Asian Development Bank. (2014). Innovative strategies in technical and vocational education and training for accelerated human resource development in South Asia. Australian Aid.
Becker, G. S. (Gary S. (1964). Human capital; A theoretical and empirical analysis, with special reference to education. National Bureau of Economic Research; distributed by Columbia University Press, 1964. https://search.library.wisc.edu/catalog/999479129602121
Bhaskar, R. (2008). A realist theory of science. Routledge. https://doi.org/https://doi.org/10.4324/9780203090732
Bindeeba, T. E., Muhammad, T., Aja, L., & Tumwesigye, A. B. (2025). Relationship between enthusiasm in teaching and teacher turnover in public secondary schools in Bushenyi Ishaka Municipality, Uganda. Journal of Research in Education and Pedagogy, 2(4), 555–573. https://doi.org/10.70232/jrep.v2i4.107
Bovaird, T. (2007). Beyond engagement and participation: user and community coproduction of public services. Public Administration Review, 67(5), 846–860. https://doi.org/10.1111/j.1540-6210.2007.00773.x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Brinkerhoff, D. W., & Crosby, Benjamin. (2002). Managing policy reform: concepts and tools for decision-makers in developing and transitioning countries. Kumarian Press.
Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work. World Bank. https://doi.org/10.1596/978-0-8213-8679-8
Caldwell, B. J. (2008). Reconceptualizing the self-managing school. Educational Management Administration & Leadership, 36(2), 235–252. https://doi.org/10.1177/1741143207087775
Cedefop. (2019). Empowering adults through upskilling and reskilling pathways. Volume 1, Adult population with potential for upskilling and reskilling. Publications Office of the European Union.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. SAGE.
DeVellis, R. F. (2017). Scale development: Theory and applications. SAGE.
DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), Article 147. https://doi.org/10.2307/2095101
Egure, D. S. (2026). Teachers’ motivation for professional development: A phenomenological case study approach. Journal of Research in Education and Pedagogy, 3(1), 1–13. https://doi.org/10.70232/jrep.v3i1.125
Euler, D. (2013). Germany’s dual vocational training system: A model for other countries?: A study commissioned by the Bertelsmann Stiftung. https://api.semanticscholar.org/CorpusID:116117022
Faguet, J.-P. (2014). Decentralization and governance. World Development, 53, 2–13. https://doi.org/10.1016/j.worlddev.2013.01.002
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6pt2), 2134–2156. https://doi.org/10.1111/1475-6773.12117
Field, A. (2018). Discovering statistics using IBM SPSS Statistics. SAGE Publications.
Finlay, L. (2002). Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209–230. https://doi.org/10.1177/146879410200200205
Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
Grubb, W. N., & Lazerson, M. (2007). The education gospel: The economic power of schooling. Harvard University Press.
Hippach-Schneider, U., Krause, M. F., & Woll, C. F. J. (2007). Vocational education and training in Germany: Short description. https://api.semanticscholar.org/CorpusID:140348201
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: from theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
King, K. (2019). Education, skills and international cooperation: Comparative and historical perspectives. Springer.
King, K., & Palmer, R. (2010). Planning for technical and vocational skills development. UNESCO, International Institute for Educational Planning.
King, K., & Palmer, R. (2013). Post-2015 agendas: Northern tsunami, southern ripple? The case of education and skills. International Journal of Educational Development, 33(5), 409–425. https://doi.org/10.1016/j.ijedudev.2013.06.001
Kostova, T., & Roth, K. (2002). Adoption of an organizational practice by subsidiaries of multinational corporations: institutional and relational effects. Academy of Management Journal, 45(1), 215–233. https://doi.org/10.2307/3069293
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), Article 159. https://doi.org/10.2307/2529310
Maxwell, J. A. (2012). A realist approach for qualitative research. SAGE Publications.
McGrath, S. (2012). Vocational education and training for development: A policy in need of a theory? International Journal of Educational Development, 32(5), 623–631. https://doi.org/10.1016/j.ijedudev.2011.12.001
McGrath, S., & Lugg, R. (2012). Knowing and doing vocational education and training reform: Evidence, learning and the policy process. International Journal of Educational Development, 32(5), 696–708. https://doi.org/10.1016/j.ijedudev.2012.02.004
Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363. https://doi.org/10.1086/226550
Ministry of Education and Sports. (2020). Education and Sports Sector Development Plan 2021-2025. Government of Lao PDR.
Ministry of Planning and Investment. (2021). Socio-economic development plan (2021-2025).
Moe, T. M. (1984). The new economics of organization. American Journal of Political Science, 28(4), Article 739. https://doi.org/10.2307/2110997
Mouzakitis, G. S. (2010). The role of vocational education and training curricula in economic development. Procedia - Social and Behavioral Sciences, 2(2), 3914–3920. https://doi.org/10.1016/j.sbspro.2010.03.616
Mutseekwa, C., Chikuvadze, P., & Makuvire, C. (2025). Imperatives for higher education community engagement in SADC: A systematic review. Journal of Research in Education and Pedagogy, 2(2), 237–250. https://doi.org/10.70232/jrep.v2i2.46
National Assembly of the Lao PDR. (2015). Law on Local Administration.
Patrinos, H. A., Barrera-Osorio, F., & Guaqueta, J. (2009). The role and impact of public-private partnerships in education. The World Bank. https://doi.org/10.1596/978-0-8213-7866-3
Patton, M. Quinn. (2015). Qualitative research & evaluation methods: Integrating theory and practice. SAGE Publications, Inc.
Phillips, D., & Ochs, K. (2003). Processes of policy borrowing in education: Some explanatory and analytical devices. Comparative Education, 39(4), 451–461. https://doi.org/10.1080/0305006032000162020
Phoumilay, P. (2019). Vocational education and training in Lao PDR. In B. Bai & Paryono (Eds.), Vocational education and training in ASEAN Member States. Perspectives on rethinking and reforming education. Springer. https://doi.org/10.1007/978-981-13-6617-8_4
Pollitt, C., & Bouckaert, G. (2011). Public management reform: a comparative analysis: New public management, governance, and the neo-Weberian state. Oxford University Press.
Psacharopoulos, G., & Patrinos, H. A. (2018). Returns to investment in education: A decennial review of the global literature. Education Economics, 26(5), 445–458. https://doi.org/10.1080/09645292.2018.1484426
Rondinelli, D. A. (1981). Government Decentralization in Comparative Perspective. International Review of Administrative Sciences, 47(2), 133–145. https://doi.org/10.1177/002085238004700205
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1–17. http://www.jstor.org/stable/1818907
Scott, W. R. (1995). Institutions and organizations. SAGE.
Scott, W. R. (2001). Institutions and organizations (2nd ed.). Sage Publications. https://doi.org/10.1108/01437730310505902
Seden, K. (2025). Scaling gender equality and social inclusion in schools through stakeholder mapping: teachers’ perspectives on enablers and barriers. Journal of Research in Education and Pedagogy, 2(2), 259–270. https://doi.org/10.70232/jrep.v2i2.48
Shah, A. (2004). Fiscal decentralization in developing and transition economies progress, problems, and the promise. http://econ.worldbank.org
Stuart-Fox, M. (2006). The political culture of corruption in the Lao PDR. Asian Studies Review, 30(1), 59–75. https://doi.org/10.1080/10357820500537054
Takona, J. P. (2025). Conceptualizing learner-focused pedagogy: Approaches to instruction and learning outcomes. Journal of Research in Education and Pedagogy, 2(4), 487–507. https://doi.org/10.70232/jrep.v2i4.56
Thornton, P. H., Ocasio, W., & Lounsbury, M. (2012). The institutional logics perspective. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199601936.001.0001
UNESCO-UNEVOC. (2020). TVET country profile Lao PDR. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.
Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), Article 1. https://doi.org/10.2307/2391875
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sengbandith Khinnithuck, Fang Huang, Sengbandith Phonethana

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
