Abstract
<title>Abstract</title> <p>Background: Indonesia has introduced the SMK Pusat Keunggulan, or Center of Excellence Vocational School, programme to strengthen vocational high schools through school-industry alignment, teacher development, digital platforms, data-based planning and improved learning facilities. A previous manuscript from the same thesis reported the broad implementation, constraints and impacts of the programme. This article focuses on a different and underreported dimension: how school-level implementation mechanisms enabled the programme to become operational in two participating schools. Methods: The study used a qualitative multiple-case design in SMK Negeri 10 Makassar and SMK Negeri 6 Makassar. Data were drawn from semi-structured interviews with 14 key informants, direct observation and programme-related documents. Data were analysed through within-case analysis, cross-case synthesis and an interpretive coding framework based on Edwards III's four implementation variables: communication, resources, disposition and bureaucratic structure. Results: Implementation was enabled by communication that created shared understanding, resources that supported functional implementation, commitment among school leaders and teachers, and organisational structures for coordination and reporting. The cases also showed different local emphases: governance, teacher competence and digitalisation in SMK Negeri 10 Makassar, and practical facilities, industry-oriented learning and student competence in SMK Negeri 6 Makassar. Conclusions: SMK PK should be understood as a school-level implementation system rather than only as a package of activities and facilities. Sustainable improvement requires evidence-based monitoring, stronger curriculum-industry feedback loops, continuous teacher development, authentic assessment, maintenance of industry-standard facilities and deeper collaboration with workplaces. The article contributes to empirical discussions on VET reform by showing how national policy is translated into organisational practice at the school level.</p>