Writing Vocational Training Plans and Lesson Plans Using the BARTEND Model
Article Sidebar
Main Article Content
Abstract
This article aimed to propose guidelines for writing vocational training and learning management plans using the BARTEND Model, which consisted of seven steps: Bibliography (B), referencing occupational and professional standards; Analyze (A), analyzing occupational standards to align with course content and annual learning outcomes; Results (R), defining learning outcomes based on Outcome-Based Education (OBE); Test (T), assessment and evaluation; Evidence (E), compiling learning evidence; Normative (N), referencing related standards; and; Dexterity (D), practicing fluently and realistically. The synthesis indicated that the BARTEND Model provided a systematic framework that enhanced clarity and alignment with standards, ensured accountability in training and learning plans, and fostered students’ competencies in knowledge, skills, and attitudes essential for vocational practice.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
OECD. (2021). Vocational education and training in Thailand (OECD Reviews of Vocational Education and Training). OECD Publishing. https://doi.org/10.1787/cc20bf6d-en
Schlattmann, S. (2025). Developing the potential of work-based learning: New challenges in Thailand’s TVET system and the public–private partnership at Rajamangala University of Technology Lanna. World Journal of Vocational Education and Training, 7(1), 1–19. https://archive.conscientiabeam.com/index.php/119/article/download/4137/8497
Chongcharoentanawat, P., Gassmann, F., & Mohnen, P. (2022). Thailand’s vocational training and upward mobility: Impact heterogeneities and policy implications. Journal of Development Effectiveness, 14(4), 380–394. https://doi.org/10.1080/19439342.2022.2089199
Boonsri, S., Pupat, P., & Suwanjan, P. (2019). Dual vocational students’ competency: A second order confirmatory factor analysis of occupational competency in enterprise. Mediterranean Journal of Social Sciences, 10(1), 105–115. https://doi.org/10.2478/mjss-2019-0011
Cedefop. (2022). Defining, writing and applying learning outcomes (Revised ed.). Publications Office of the European Union. https://www.cedefop.europa.eu/files/4109_en_0.pdf
Cedefop. (2016). Work-based learning in Europe: Practices and policies (Brief). https://www.cedefop.europa.eu/files/2233_en.pdf
Sweet, R. (2013). Work-based learning: Why? How? In Revisiting global trends in TVET. UNESCO-UNEVOC.https://unevoc.unesco.org/fileadmin/up/2013_epub_revisiting_global_trends_in_tvet_chapter5.pdf
International Labour Organization. (2020). Toolkit for quality apprenticeships, Volume 2: Guide for practitioners. International Labour Office. https://www.ilo.org/sites/default/files/wcmsp5/groups/public/%40ed_emp/%40ifp_skills/documents/publication/wcms_748751.pdf
International Labour Organization. (2024). Quality Apprenticeships Recommendation, 2023 (No. 208): Guide. International Labour Office. https://www.ilo.org/sites/default/files/2024-12/1684_SKILLS_Quality_Apprenticeships_WEB.pdf
Smith, E., & Keating, J. (2009). Using rubrics to support graded assessment in a competency-based training environment. National Centre for Vocational Education Research (NCVER). https://www.ncver.edu.au/__data/assets/file/0012/3900/2236.pdf
