140409 Vocational Qualification in Beauty Care 20009

8/11/2019 140409 Vocational Qualification in Beauty Care 20009

1/173

VOCATIONAL QUALIFICATION

IN BEAUTY CARE

2009

Publications 2011:31Regulation 26/011/2009

Requirements for Vocational Qualifications

Study Programme / Specialisation inBeauty Care,Beauty TherapistStudy Programme /Specialisation in

Beauty Care and Customer AdviceBeauty Consultant


2/173

Finnish National Board of Education

Publications 2011:31

ISBN 978-952-13-4925-6 (pdf)

Translation: PasaNet Oy

Layout: Layout Studio Oy/Marke Etelaho

www.oph.fi/english
http://www.oph.fi/englishhttp://www.oph.fi/english


3/173

REGULATION

11 June 2009 26/011/2009 Period of validity:

effective 1 Aug 2009 until further noticeVocational upper secondary education and training providers

Qualification committees in the field Acts on which the issuing of the Regulationis based:

Act 630/1998, Section 13 (2) Decree 811/1998, Section 10 (12) Act 631/1998 13, Section (2)

Repeals National Board of Education Regulations 17.2.2000 no. 10/011/2000 and for this qualification the following Regulations 1.8.2001 no. 42/011/2001 19.6.2002 no. 34/011/2002

27.8.2004 no. 28/011/2004 30.9.2005 no. 32/011/2005 13.2.2007 no. 5/011/2007REQUIREMENTS FOR VOCATIONALQUALIFICATIONS Amends National Board of Education RegulationVocational Qualification in Beauty Care

The Finnish National Board of Education has rendered its decision regardingthe qualification requirements (national core curriculum and competence-basedqualification principles) of the Vocational Qualification in Beauty Care in accordancewith the annexe.

The Regulation must be observed in all upper secondary education and training(curriculum-based education and training) and competence-based qualificationsstarted after 1 August 2009. All education and training and competence-basedqualifications that have started prior to the entry of this Regulation into force maybe completed in accordance with Regulation17.2.2000 no. 10/011/2000 by 31 July2019, unless otherwise stipulated in other statutes and Regulations.

In curriculum-based education and training, the education provider must drawup and approve a curriculum in compliance with the terms stipulated in thesequalification requirements.

In providing education and training leading to a competence-based qualification, theeducation provider determines the educational content and provision in accordancewith the qualification requirements. An opportunity to complete a competence-basedqualification must be provided to all candidates.

The education provider, qualification provider and qualification committee shallcomply with the terms stipulated in this Regulation and shall not deviate in any wayfrom it.

Director General Timo Lankinen

Counsellor of Education Aira Rajamki

ANNEXE Vocational Qualification in Beauty Care


4/173

4

CONTENTS

INTRODUCTION 71 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE 8

1.1 Objectives of the Vocational Qualification in Beauty Care 81.2 The Structure of the Vocational Qualification in Beauty Care 101.3 Key competences for lifelong learning 131.4 Eligibility for further studies 15

2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONALEDUCATION AND TRAINING 16

2.1 Design and contents of the curriculum 162.1.1 Common part of the curriculum 172.1.2 Qualification specific part of the curriculum 172.1.3 Individual study plan 18

3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 19

3.1 General on competence-based qualification system 193.2 Arranging competence-based qualifications 193.3 Completing a competence-based qualification 203.4 Requirements of competence-based qualifications 20

3.5 Individualisation in competence-based qualifications21

3.6 Assessment of vocational skills in a competence-based qualification 213.7 Certificates 223.8 Preparatory training for competence-based qualifications 23

4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OFTHE VOCATIONAL QUALIFICATION IN BEAUTY CARE 24

4.1 Compulsory modules for all 244.1.1 Skin care 244.1.2 Skin care guidance 304.1.3 Make-up 35

4.1.4 Entrepreneurship and enterprising activities in beauty care 404.2 Study programme or specialisation in Beauty Care, Beauty Therapist 48

4.2.1 Complementary skin care treatments 484.3 Study programme or specialisation in Beauty Care and Customer Advice, Beauty Consultant 54

4.3.1 Beauty care and customer advice 544.4 Optional modules for all 58

4.4.1 Working as a beauty therapist in a health care services operating environment 584.4.2 Spa treatments 644.4.3 Speciality make-up 694.4.4 Modules from vocational upper secondary qualifications 73

4.4.5 Modules from further vocational qualifications 734.4.6 Modules from specialist vocational qualifications 74


5/173

5

4.4.7 Modules from polytechnic studies 754.4.8 Locally offered modules 76

4.5 Other optional modules in vocational upper secondary education and training 764.5.1 Entrepreneurship 764.5.2 Workplace Instructor Training 814.5.3 In-depth and enhancing vocational modules 844.5.4 Core subjects 844.5.5 General upper secondary studies 84

4.6 Modules providing individual in-depth vocational competence(modules that expand the scope of a vocational upper secondary qualification) 854.6.1 Business Operations 854.6.2 Modules from vocational qualifications (vocational upper secondary qualifications,

further vocational qual ifications and specialist vocational qualifications) 894.6.3 Locally offered modules providing in-depth vocational competence in

curriculum-based vocational education and training 914.6.4 Another study programme or specialisation of the Vocational Qualification in Beauty Care 91

4.7 Final Project in curriculum-based vocational education and training 92

5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 93

5.1 Compulsory modules 935.1.1 Mother tongue 93

5.1.1.1 Mother tongue, Finnish 935.1.1.2 Mother tongue, Swedish 965.1.1.3 Mother tongue, Saami 965.1.1.4 Mother tongue, sign language 98

5.1.1.5 Mother tongue, ones own mother tongue for foreign language users 1015.1.1.6 Mother tongue, Finnish as a second language 1035.1.1.7 Mother tongue, Swedish as a second language 1055.1.1.8 Mother tongue, Finnish or Swedish for sign language users 1065.1.1.9 Mother tongue, Romany 108

5.1.2 Second national language 1095.1.2.1 Second national language, Swedish 1095.1.2.2 Second national language, Finnish 111

5.1.3 Foreign language 1135.1.3.1 Foreign language, A language 1135.1.3.2 Foreign language, B language 115

5.1.4 Mathematics 1165.1.5 Physics and chemistry 1185.1.6 Social, business and labour-market subjects 1205.1.7 Physical education 1225.1.8 Health education 1235.1.9 Arts and culture 125

5.2 Optional modules 1275.2.1 Optional additional modules to compulsory core subjects 1275.2.2 Environmental studies 1275.2.3 Information and communications technology 129

5.2.4 Ethics 1315.2.5 Cultural knowledge 133


6/173

6

5.2.6 Psychology 1355.2.7 Entrepreneurship 137

6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 140

7 STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY EDUCATION AND TRAIN-

ING 1417.1 Tasks and objectives of assessment 1417.2 Informing about assessment 1417.3 Recognition and validation of a students prior learning 1427.4 Assessment of learning and competence 1447.5 Deciding on the grade 1467.6 Storing assessment material 1477.7 Reassessment and improving the grade 1477.8 Rectification of assessment 1477.9 Certificates 147

7.10 Assessment in special education 1517.11 Assessing immigrant students and those representing different languages and cultures 152

8 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 154

8.1 Guidance and counselling and personal study plan 1548.2 On-the-job learning and working safety 1568.3 Vocational special education 1578.4 Teaching immigrants and representatives of different language and cultural groups 1598.5 Apprenticeship training 1628.6 Cooperation between home and educational institution 163

8.7 Student welfare services 1639 APPENDIX 165

9.1 Description and basic values of the beauty care sector 1659.2 Qualification specific health requirements in vocational upper secondary education and training 1669.3 Vocational skills requirements, targets of assessment and general assessment criteria 168


7/173

7

A vocational qualification can be completed both as a curriculum or competence-

based qualification. The requirements of a vocational qualification include both the

requirements of the upper secondary vocational qualification and the requirementsof a competence-based qualification and therefore their terminology has been made

more uniform. The requirements of a vocational qualification is a regulation and

it guides the providers of both curriculum-based training as well as competence-

based qualifications, and the electronic version of the qualification requirements

document allows one to distinguish, when necessary, the sections that relate to vo-

cational upper secondary education and training (curriculum-based training) and

competence-based training. Chapters 1 and 4 together with the parts describing the

vocational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7and 8 only concern vocational qualifications completed in vocational upper second-

ary education and training and Chapter 3 those completed as competence-based

qualifications.

The term module of a qualification compares with the term of study entity

used earlier in curriculum-based training. A qualification consists of vocational

study modules and in vocational upper secondary education and training also of

core subjects and free choice modules. Additional modules can be included in a

qualification when that is necessary in view of working life sector specific or localvocational requirements or the need for in-depth professional skills of the would-be

qualification holder.

The requirements of a vocational qualification state the objectives set for the

qualification and study programme or specialisation, structure of qualification,

module specific skills requirements or objectives, targets of assessment and assess-

ment criteria for core subjects as well as the ways of demonstrating vocational skills

in the case of vocational study modules. These requirements also include other pro-

visions concerning vocational upper secondary education and training as well ascompetence-based qualifications.

The requirements of vocational qualification modules and the objectives of

core subjects have been defined as learning outcomes (knowledge, skills, compe-

tence). This forms the basis for describing the targets of assessment through master-

ing the work process, work method, equipment and material as well as underpin-

ning knowledge and the key competences for lifelong learning.

An education provider approves a curriculum for upper secondary vocational

education and training based on the qualification requirements. When arrangingpreparatory training for competence-based qualifications, the provider decides its

contents and how to arrange it in compliance with the qualification requirements.

INTRODUCTION


8/173

8

1.1 OBJECTIVES OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE

The general objectives of the Vocational Qualification in Beauty Care are to provide

the students or candidates with extensive basic vocational skills to act as beauty care

workers and self-employed persons in both advisory and sales tasks and in other

customer service duties. In addition, based upon the modules of the vocational

qualification that they have selected, those having taken the qualification will have

more specialised vocational skills required in working life. The Vocational Qualifi-

cation in Beauty Care comprises two study programmes. The title obtained for the

study programme or specialisation in beauty care is that of a Beauty Therapist. The

title obtained for the study programme or specialisation in beauty care and customer

advice is that of a Beauty Consultant.

The versatile basic vocational skills needed in working life are expected of abeauty care professional. Beauty therapists or beauty consultants will develop their

skills in line with the principle of lifelong learning, planning and organising their

studies. They will also be motivated to develop themselves, their competence, their

work and their professional field.

Beauty care professionals are experts and skilled in skin care, skin care guidance

and advice, massage and make-up. In their care work, they are able to plan, imple-

ment, sell and market to customers facial and body treatments, pedicures and mani-

cures, and make-up. They are also able to guide customers in the use of colours,finding their personal style, in self-care of the skin and body, and in the choice and

use of skin care products. The greatest part of the care work is manual. With ad-

vancing technology, new equipment used to give treatments is continuously being

released. The work also includes selling and marketing cosmetic care and make-up

products.

Beauty care professionals often come into close contact with customers of very

different ages and backgrounds. Working as a beauty therapist or beauty consultant

requires knowledge of hygiene, aseptic techniques and human anatomy and physi-ology as well as the structure, functioning and diseases of the skin. The work also

requires knowledge of cosmetic substances and products. Within the contents of

OBJECTIVES AND STRUCTURE OFTHE VOCATIONAL QUALIFICATION IN BEAUTY CARE1


9/173

9

skin care guidance, communicating such aspects as the health benefits of nutrition

and exercise to the customers are stressed. The care work requires competence in

using various types of skin care techniques and devices as well as an understanding

of how these affect the human skin and body. Electrical knowledge is necessary to

avoid risking customer health and safety during care.

Many of those working in beauty care are entrepreneurs. In addition to in-

ternal entrepreneurship, an entrepreneur also needs knowledge and skills relevant

to entrepreneurship. Competence in entrepreneurship skills is also important for

professionals of the field who are employed by others in import companies, cos-

metics sales or consultancy, or as product presenters and training providers. Beauty

care companies strive for financial productivity by complying with the principles of

healthy competition, responsibility and a high quality of service.

The vocational skills include cooperation with professionals in such fields ashair care and health care as well as fashion and media. Beauty therapists continu-

ously keep abreast of national and international trends in the field and maintain

and develop their work and vocational skills. Beauty therapists are familiar with

consumer rights and duties, and take these into consideration in their work and

as members of society. They are knowledgeable in consumer protection legislation

and occupational safety and health regulations in the beauty care field and comply

with these in their work. They ensure their own occupational safety and health as

well as the health of customers by selecting safe products, techniques and workingmethods. They work to promote safety within their work community and are able

to guide the customer in health exercise.

As members of their work community, beauty care professionals are reliable

and co-operative and take initiative. They aim at the best possible quality and out-

come in their work. They flexibly and creatively cope with new and different situ-

ations encountered in customer service and their work. They take customer needs

and expectations into consideration when solving problems.

Beauty care professionals use methods that save the environment and promotesustainable development in their work. They are able to use technical equipment

and devices relevant to the field and understand the effects of technological advance-

ment on the future of their professional field. They have the capacities required by

the current information society to make use of the developing IC technology and to

acquire information, and they approach information critically.

Beauty therapists or beauty consultants are able to use their language skills

in customer service. They are able to act within an international and multicul-

tural working environment in compliance with the Non-Discrimination Act andthe Equality Act. They inspire confidence in customer service and skin care, accept

human diversity and control their feelings in situations of working life interaction.


10/173

10

OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE1

Those having taken a vocational qualification in beauty care will value their

own work and their professional field. They will have the prerequisites for pursuing

further studies and other qualifications in the field after gaining work experience.

In addition vocational upper secondary education and training is to support

students development into good and balanced persons and members of society as

well as to provide the students with the knowledge and skills needed in view of ver-

satile development of further studies, hobbies and his/her personality as well as to

support lifelong learning (Act 630/98, section 5).

1.2 THE STRUCTURE OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE

VOCATIONAL QUALIFICATION IN BEAUTY CARE , 120 CREDITS

IN VOCATIONAL UPPER SECONDARY EDUCATION IN COMPETENCE-BASED QUALIFICATION

4. Vocational modules, 90 credits 4. Vocational modulesThe modules include on-the-job learning, at mini-mum 20 credits, and a final project, at minimum2 credits4.1 Compulsory modules for all4.1.1 Skin care, 30 cr4.1.2 Skin care guidance, 10 cr4.1.3 Make-up, 5 cr4.1.4 Entrepreneurship and enterprising activities

in beauty care, 10 crThe qualification includes as a compulsory partone study programme (see 4.24.3)

4.1 Compulsory modules for all4.1.1 Skin care4.1.2 Skin care guidance4.1.3 Make-up4.1.4 Entrepreneurship and enterprising activities

in beauty careThe qualification includes as a compulsory partone specialisation (see 4.24.3)

4.2 Study programme in Beauty Care, Beauty Therapist4.2.1 Complementary skin care treatments, 20 cr

4.2 Specialisation in Beauty Care, Beauty Therapist4.2.1 Complementary skin care treatments

4.3 Study programme in Beauty Care and Customer Advice,Beauty Consultant

4.3.1 Beauty care and customer advice, 20 cr

4.3 Specialisation in Beauty Care and Customer Advice,Beauty Consultant

4.3.1 Beauty care and customer advice4.4 Optional modules for allStudents must select 15 credits from sections4.4.14.5.5.4.4.1 Working as a beauty therapist in a health

care services operating environment, 10 cr4.4.2 Spa treatments, 10 cr4.4.3 Speciality make-up, 10 cr4.4.4 Modules from vocational upper secondary

qualifications, 510 cr4.4.5 Module from further vocational

qualifications4.4.6 Module from specialist vocational

qualifications4.4.7 Module from polytechnic studies4.4.8 Locally offered modules, 510 cr

4.4 Optional modules for allStudents must select two modules from sections4.4.14.4.6.4.4.1 Working as a beauty therapist in a health

care services operating environment4.4.2 Spa treatments4.4.3 Speciality make-up4.4.4 Modules from vocational upper secondary

qualifications4.4.5 Module from further vocational

qualifications4.4.6 Module from specialist vocational

qualifications


11/173

11

4.5 Other optional modules in vocational upper secondaryeducation and training, 010 credits

4.5.1 Entrepreneurship, 10 cr4.5.2 Workplace instructor training, 2 cr4.5.3 In-depth and enhancing vocational

modules, 510 cr4.5.4 Core subjects, 010 cr4.5.5 General upper secondary studies, 010 cr4.6 Modules providing individual in-depth vocational

competence (modules that expand the scope ofa vocational upper secondary qualification)

4.6.1 Business operations, 10 cr4.6.2 Modules from vocational qualifications

(vocational upper secondary qualifications,further vocational qualifications andspecialist vocational qualifications)

4.6.3 Locally offered modules providing in-depthvocational competence in curriculum-basedvocational education and training

4.6.4 Another study programme or specialisationof the Vocational Qualification in BeautyCare, 20 cr

4.6 Modules providing individual in-depth vocationalcompetence (modules that expand the scope ofa vocational upper secondary qualification)

4.6.1 Business operations4.6.2 Modules from vocational qualifications

(vocational upper secondary qualifications,further vocational qualifications andspecialist vocational qualifications)

4.6.4 Another study programme or specialisationof the Vocational Qualification in BeautyCare

IN VOCATIONAL UPPER SECONDARY EDUCATION

5. Core subjects in curriculum-based vocational education and training, 20 credits

5.1 Compulsory modules for all Compulsory Optional

5.1.1 Mother tongue5.1.2 Second national language 5.1.2.1 Second national language, Swedish 5.1.2.2 Second national language, Finnish5.1.3 Foreign language5.1.4 Mathematics5.1.5 Physics and chemistry5.1.6 Social, business and labour-market subjects5.1.7 Physical education5.1.8 Health education5.1.9 Arts and culture

4 credits1 credit1 credit2 credits2 credits3 credits2 credits1 credit1 credit1 credit1 credit

04 credits04 credits

04 credits04 credits04 credits04 credits04 credits04 credits04 credits

5.2 Optional modules

5.2.1 Optional additional modules to compulsory core subjects,see Chapters 5.1.15.1.9 above

5.2.2 Environmental studies5.2.3 Information and communications technology5.2.4 Ethics5.2.5 Cultural knowledge5.2.6 Psychology5.2.7 Entrepreneurship

04 credits04 credits04 credits04 credits04 credits04 credits

16 credits 4 credits


12/173

12


In education provided in Swedish, the scope of studies in the second national language is 2 credits,and the scope of the compulsory core subjects in vocational qualification is 17 credits and the scope ofoptional modules is 3 credits.The scope of compulsory studies in both physical education and health education is 1 credit. Educationprovider can divide the compulsory studies in physical education and health education differently, butyet in such a way that their overall scope totals two credits.6. Free-choice modules in vocational upper secondary education, 10 creditsThe qualification modules comprise a minimum of 1.5 credits of student counselling

Principles of a vocational qualification

Vocational qualifications are made up of vocational modules, which are either com-

pulsory or optional. Curriculum-based qualifications also include compulsory and

optional core subjects as well as free choice modules. Furthermore, a qualificationcan be personalised by including more modules, which expand the qualification,

when that is necessary from to meet sector specific working life requirements or

local vocational needs and to enrich the candidates vocational skills. Qualification

specific rules on optional modules are presented above in the table introducing the

Vocational Qualification in Beauty Care.

Student (curriculum-based training) or candidate (competence-based qualifi-

cations) can also include modules from other vocational qualifications in the voca-

tional upper secondary qualification.To improve his/her eligibility to pursue further studies a student can choose

general upper secondary studies, even take the matriculation examination. These

studies can compensate for core subjects, other optional qualification modules and

free choice studies.

To facilitate making choices and validation of prior learning, the compensa-

tion principles for studies completed or to be completed in a general upper second-

ary school have been described in Section 5 Core subjects. Defining the principles

of compensation also promotes cooperation between education providers and theuse of common training provision.

Completing the whole qualification is the primary goal in education and train-

ing leading to a qualification provided in accordance with the Act on Vocational

Education and Training. A student can also take a vocational qualification one or

more modules at a time to give a more profession specific result when it is appro-

priate considering the individual`s learning abilities, life situation or employability.

The student must have flexible opportunities to complete the qualification at a later

date. In these kinds of situations the education provider draws up a plan, preferablyin cooperation with the employer, for completing the qualification.


13/173

13

1.3 KEY COMPETENCES FOR LIFELONG LEARNING

These key competences for lifelong learning are taken to mean such competence as

is needed in continuous learning, in seizing future and new situations as well as in

coping with the changing working life environment. They are an important part ofvocational skills and reflect an individuals intellectual flexibility and ability to man-

age different situations. They increase the vocational civilisation and civic readiness

needed in all fields and help the students or candidates to keep up with the changes

in society and working life as well as to act under changing conditions. They also

play a major part in ones quality of life and development of personality.

In addition to common emphases of the previous core curriculum of voca-

tional upper secondary education, the Requirements of competence-based qualifica-

tions and key competences common to all vocational fields, the key competences forlifelong learning are considered to include cross-curricular themes from basic and

general upper secondary education together with the recommendations for the key

competences for lifelong learning 2005/0221 (COD) made by the European Union

Parliament and the Commission.

The key competences for lifelong learning are included in the objectives of the

requirements of vocational qualification modules and their assessment criteria. The

key competences for lifelong learning to be assessed separately consist of the follow-

ing: learning and problem solving, interaction and cooperation, vocational ethicsand health, safety and ability to function.

Key competences for lifelong learning are

1. Learning and problem solving

2. Interaction and cooperation

3. Vocational ethics

4. Health, safety and ability to function

5. Initiative and entrepreneurship6. Sustainable development

7. Aesthetics

8. Communication and media skills

9. Mathematics and natural sciences

10. Technology and information technology

11. Active citizenship and different cultures


14/173

14


Description of the key competences for lifelong learning

Learning and problem solving

The student or candidate plans his/her activities and develops himself/herself and

the work. He/she assesses his/her own competence, solves problems and makes de-cisions and choices in his/her work. Student/candidate is adaptive, innovative and

creative in his/her line of work, acquires information and analyses, assesses and ap-

plies it.

Interaction and cooperation

The student or candidate acts appropriately in different interactive situations and

also expresses different views clearly, constructively and in a way that creates confi-

dence. He/she works cooperatively with different people and as a member of a teamand also treats all people equally. He/she observes common rules of behaviour and

regulations. He/she makes use of the feedback given.

Vocational ethics

The student or candidate observes the value basis of the profession. He/she is com-

mitted to his/her work and acts responsibly following the contracts made and work

ethics.

Health, safety and ability to function

The student or candidate acts safely and responsibly at work and leisure as well as

in traffic and also leads a healthy life and maintains his/her ability to function and

work. He/she works ergonomically and takes physical exercise needed in the profes-

sion and also acts in a manner that prevents the dangers and health hazards in the

working environment.

Initiative and entrepreneurshipThe student or candidate works towards completing the objectives set. He/she takes

initiative and acts in a customer-oriented way as an employer and/or entrepreneur.

He/she plans activities and works to reach the objectives set. He/she acts economi-

cally and is result-orientated. He/she sets personal goals in line with the overall

objectives.

Sustainable development

The student or candidate acts according to ecological, economical, social and cul-tural principles sustainable development in the profession. He/She observes the

rules, regulations and contracts of sustainable development prevailing in the sector.


15/173

15

Aesthetics

The student or candidate takes into consideration the aesthetic factors in his/her

line of work. He/she contributes to and maintains the niceness and aesthetics of the

working environment.

Communications and media skills

The student or candidate uses his/her language skills in a way that is appropriate,

varied and interactive considering the situation. Student/candidate observes, inter-

prets and assesses different media products critically. He/she uses the media and

information technology as well as produces media material.

Mathematics and natural sciences

The student or candidate uses basic mathematics to solve mathematic equations atwork and in everyday life. He/she uses for example formulas, graphs, patterns and

statistics to help solve work related assignments and problems. Student/candidate

applies methods and practices that are based on the laws of physics and chemistry

at work.

Technology and information technology

The student or candidate makes versatile use of technologies used in his/her pro-

fession. He/she considers the technological benefits, limitations and risks. He/shemakes versatile use of computer technology as a professional and a citizen.

Active citizenship and different cultures

The student or candidate participates constructively in the activities and decision

making of the community. He/she acts according to his/her rights and responsibili-

ties both at work and in everyday life. He observes the acts on equality. He/she acts

appropriately and considering the requirements of working life with people from

different cultural backgrounds both at home and in international operations.

1.4 ELIGIBILITY FOR FURTHER STUDIES

According to Paragraph 4 of the Vocational Education and Training Act, vocational

upper secondary studies grant the student eligibility to further his/her studies in

universities or universities of applied sciences.


16/173

16

2.1 DESIGN AND CONTENTS OF THE CURRICULUM

According to the Vocational Education and Training Act (630/1998, section 14)

the education provider must endorse for its training a curriculum that is based on

the qualification requirements mentioned in this document. It must contain the

procedures that ensure that the education reaches the tasks and objectives (Act

630/1998, section 5). A curriculum must be approved separately for education pro-

vided in Finnish, Swedish and Saami and also for education in any other language

when necessary. The curriculum of an education provider is a public document.

The curriculum regulates and directs the education offered by the provider and all

other activities closely related to it. To give the student protection under the law,

the curriculum must provide adequate information about the modules and studies

included in the qualification, assessment and arrangements concerning completionof the studies. The curriculum must be compiled so that it enables the students to

individually select vocational studies as well as to complete general upper secondary

studies and the matriculation examination. The curriculum also acts as a basis for

internal and external evaluation and also allows evaluating the effectiveness of the

education offered by the education provider.

The education provider reserves the recourses needed for the education. The

education provider also sees that the curriculum allows the student to achieve the

objectives set for the qualification, to receive enough teaching and counselling he/she needs regardless of the way the education is organized on each workday, also

during on-the-job learning and skills demonstrations.

The curriculum consists of the common part for all the fields of vocational

education and training and qualification specific part of the curriculum.

IMPLEMENTATION OF NATIONAL REQUIREMENTS INCURRICULUM-BASED VOCATIONAL EDUCATION ANDTRAINING2


17/173

17

2.1.1 Common part of the curriculum

The common principles and procedures for all the upper secondary qualifications

and core values of the education provider are defined in the common part of the

curriculum.

The common part of the curriculum consists of at least

providing education and training as curriculum-based vocational education

and training, as training arranged at a workplace in connection with practical

work assignments and as apprenticeship training (Act 630/1998, sections 3,

15 and 17)

arranging education and training as contact teaching, distance, multi-modal

(Act 630/1998, sections15) and e-learningplans and methods for completing a module or modules as well as students

opportunities to add on to their studies and complete the whole qualification

providing education in cooperation with other education providers and work-

ing life (Act 630/1998, sections 14 and 10)

teaching related measures promoting community spirit, which provides an op-

portunity for reflecting values and getting to know our cultural heritage (De-

cree 811/1998, sections 9)

common practices on performing student assessment (Act 601/2005, section

25a) in accordance with Chapter 7

compliance with the regulations of Chapter 8

staff development plan.

The education provider must include plans on how to promote equality, non-dis-

crimination and sustainable development in the curriculum. When organising the

education the education provider must also take into account the obligations in

other statutes concerning education and training.

2.1.2 Qualification specific part of the curriculum

The qualification specific part of the curriculum determines the organisation of the

vocational qualification modules and the core subjects, in cooperation with other

education providers and working life. It also determines the timing of the education,

learning environments and teaching methods, with the help of which the studentcan achieve the vocational skills requirements and objectives of the qualification.


18/173

18

IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING2

The qualification specific part also lists the studies the training provider offers

from other qualifications as well as the students opportunities to complete more

than one qualification. It includes the decision on the assessment plan for the voca-

tional modules and core subjects, which is to include skills demonstrations and other

assessment of competence.

Qualification specific part of the curriculum is to cover at least

structure of the qualification of compulsory and optional vocational modules

and core subjects

progression, timing and sequence of studies

provision of free choice modules

a plan on the provision of individual in-depth vocational modules (modules

enhancing a vocational upper secondary qualification)a plan on assessment of the modules and methods used for assessment of com-

petence

a plan on assessing vocational modules in a way that it includes a plan on

implementation and assessment of skills demonstrations approved by the local

board for vocational skills demonstrations

locally offered modules, their skills requirements, targets of assessment and

criteria as well as the objectives, targets of assessment and assessment criteria

for the additional optional modules of compulsory core subjects.

2.1.3 Individual study plan

Vocational Education and Training Act (Act 630/1998, section 14) contains the

provision of a students right to make individual choices in his/her studies. Voca-

tional Education and Training Decree (Decree 811/1998, sections 3, 4 and 12a)

contains the provision of how to inform students of the training offered, of studentcounselling and recognition and validation of prior skills. In order that a students

right to make individual choices is possible, the education provider must prepare

the student an individual study plan based on his/her individual starting point and

update it throughout the training offered.


19/173

19

3.1 GENERAL ON COMPETENCE-BASED QUALIFICATION SYSTEM

The competence-based qualification system offers adults a flexible way of demon-

strating, renewing and maintaining their vocational competence, or when duties

change, qualifying for a new profession. In a competence-based qualification a per-

sons vocational competence can be nationally and quality-wise acknowledged de-

spite whether the skills have been acquired through working experience, studies or

other activities. In the competence-based qualification system the employer side,

employee side and the training sector work in close cooperation when developing

the qualification structure, drawing up qualification requirements, planning and ar-

ranging competence tests as well as when assessing test performances.

Vocational qualifications, further and specialist vocational qualifications can be

completed as competence-based qualifications. The Requirements of competence-based qualifications describe vocational skills as working life competence require-

ments. The qualifications are made up of modules, which are independent work

entities.

3.2 ARRANGING COMPETENCE-BASED QUALIFICATIONS

The qualification committees appointed by the National Board of Education andcomprising the representatives of employers, employees, teachers and when nec-

essary self-employed persons, are responsible for arranging and controlling com-

petence-based qualifications and they award qualification certificates. The quali-

fication committees sign contracts on arranging competence-based qualifications

with education providers and when necessary other communities and foundations.

Competence-based qualifications must not be arranged without a valid contract

with the qualification committee concerned.

COMPLETING A VOCATIONAL QUALIFICATION ASA COMPETENCE-BASED QUALIFICATION3


20/173

20

COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION3

3.3 COMPLETING A COMPETENCE-BASED QUALIFICATION

A competence-based qualification is completed by successfully demonstrating the

skills required in practical work assignments and activities in a competence test.

Each module must be assessed separately. Assessment is jointly carried out by rep-resentatives of employers, employees and the training sector. In vocational fields

where self-employment is typical, this party is also to be considered when appoint-

ing assessors. The qualification committee passes the final decision on assessment. A

qualification certificate can be awarded when all the modules required to make up

the qualification have been completed successfully.

3.4 REQUIREMENTS OF COMPETENCE-BASED QUALIFICATIONSThe Requirements of competence-based qualifications define the modules to be in-

cluded in the qualification and possibly the structure of specialisation, qualification

contents, vocational skills required in each module, bases of assessment (targets and

criteria of assessment) as well as ways of demonstrating vocational competence.

A module is a vocational sub-entity, which can be discerned as a separately as-

sessed entity in a natural work process. The vocational skills requirements defined

in modules focus on profession specific key activities, control of processes and vo-cational practices relevant in the field concerned. They include the skills commonly

required in working life, social skills for example.

Targets of assessment and criteria are derived from the vocational skills require-

ments. Targets of assessment define the sectors of competence that special attention

will be paid to. Defining the targets of assessment also make it easier to assess vo-

cational competence in the work activity concerned. Assessment must cover all the

targets listed in the Requirements of competence-based qualifications. Assessment

criteria determine the quality and quantity levels for a successful performance.The ways of demonstrating vocational skills include further instructions on

how to complete a qualification. The vocational skills are, in the main, demon-

strated in actual work assignments or tasks. The ways of demonstrating vocational

skills may also include, for example, instructions on how a test performance can be

supplemented, if necessary, in order for all the skills requirements to have been suc-

cessfully met.


21/173

21

3.5 INDIVIDUALISATION IN COMPETENCE-BASED QUALIFICATIONS

Education provider is responsible for individualising the enrolment for a compe-

tence-based qualification and for preparatory training, completing the qualification

as well as the acquisition of the vocational skills required. The National Board ofEducation has issued a separate regulation on individualisation.

3.6 ASSESSMENT OF VOCATIONAL SKILLS IN A COMPETENCE-BASEDQUALIFICATION

The assessment of vocational skills must profoundly and carefully look into how the

qualification candidate has shown that he/she masters what the skills requirementsof the module concerned prescribe. The assessment criteria defined in the require-

ments for the competence-based qualification are to be used. In assessment, a variety

of different and primarily qualitative assessment methods should be used. Using one

method only does not necessarily yield a reliable result. Vocational field and qualifi-

cation specific special features are taken into consideration in the assessment process

in accordance with the qualification requirements.

If a person completing a qualification has reliable evidence of competence

demonstrated earlier, the assessors assess its correspondence with the skills require-ments described in the requirements for the competence-based qualification. The

assessors suggest the document to the qualification committee for recognition as

part of a competence-based qualification. If the candidate has earlier demonstrated

his/her skills in one of the modules of this qualification either in curriculum-based

education or in a competence-based qualification, the earlier completed qualifica-

tion or its module must be presented for recognition as part of the competence-

based qualification to be completed. There is no general time limit to be set for

the skills acquired and demonstrated earlier but the validity of such skills can beverified. The qualification committee makes the final decision on the recognition

of earlier demonstrated and reliably documented skills. If necessary, the candidate

must demonstrate the correspondence of his/her skills with the skills requirements

of the qualification in question.

Assessing vocational skills is a process where collecting assessment material and

documenting the assessment process are of key importance. The representatives of

working life and teachers carry out a careful and comprehensive tri-partite assess-

ment. Every person completing a qualification must learn the assessment criteria.The candidate must be given an opportunity to self-assess his/her performance. The

provider of a competence-based qualification must draw up minutes of the assess-


22/173

22

COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION3

ment of the module, which must be signed by the assessors. The candidate is given

feedback as part of a good assessment process. The qualification committee makes

the final decision on assessment.

Assessors

The persons assessing the qualification candidates vocational skills are to have good

vocational skills themselves in the area of the competence-based qualification in

question. The qualification committee and the provider of the competence-based

qualification agree on the assessors in the contract for arranging competence-based

qualifications.

Rectification of assessment

A person completing a qualification can, within the time limit specified by law, re-

quest rectification of assessment from the qualification committee whose sector the

qualification in question falls in. A written request of rectification is addressed to

the qualification committee. Having heard the assessors, the committee can oblige

them to carry out a reassessment. A qualification committee decision on a claim for

rectification of assessment cannot be appealed.

3.7 CERTIFICATES

Qualification committee awards a qualification certificate or a certificate on com-

pletion of a module or modules. A representative of the education provider issues a

certificate on completed preparatory training respectively. The National Board of

Education has issued a regulation on the information to be included in the certifi-

cates.A certificate on the completion of a qualification module or modules is award-

ed at the request of a person completing a competence-based qualification. The

representatives of the qualification committee and the education provider sign the

qualification certificate or a certificate given after the completion of a module or

modules.

An entry in the Certificate of Vocational Skills approved by the National

Board of Education in proof of completion of a competence-based qualification

is comparable to a qualification certificate. The provider of the competence-basedqualification acquires and signs the Certificate of Vocational Skills. A Certificate of

Vocational Skills is subject to a fee.


23/173

23

3.8 PREPARATORY TRAINING FOR COMPETENCE-BASED QUALIFICATIONS

In the case of a competence-based qualification no preconditions to attend prepara-

tory training can be set. However, these qualifications are primarily taken in con-

nection with such preparatory training. The education provider decides on the con-tents and arrangement of preparatory training for competence-based qualifications

in compliance with the qualification requirements. The training and tests must be

structured according to the qualification modules to be completed. A person attend-

ing such preparatory training must be provided an opportunity to participate in

competence tests and complete the qualification as part of the training.


24/173

24

4.1 COMPULSORY MODULES FOR ALL

4.1.1 Skin care

Vocational skills requirements

Students or candidates

give customers facial and body treatments, manicures and pedicures rely-

ing upon their knowledge of the structure and functioning of the skin, skin

changes, skin diseases, the normal structure of the locomotors system and the

functioning of the body

perform an initial cleansing, exfoliation, skin warming, removal of impurities,

skin disinfection, classical massage and a mask on the customers face, neckand dcollet area

remove comedos, pustules and milia from the skin

inform the customer about various facial care lines and give facials with at least

two lines

give the customer pedicures and manicures, for example care for the nails and

cuticles, remove corns and callosities with a blade, treat maceration and fis-

sures, give classic massages, and polish and decorate nails

inform the customer about various skin care lines for hands and feet and give

treatments with at least two skin care lines used to treat hands and two lines

used to treat feet

recognise typical skin changes of the body, for example cosmetic cellulite, fat

deposits and stretch marks

give the customer a dry body brushing and classic massage

use the basic strokes of classic massage and apply them to various areas of the

body

inform the customer about various skin care lines for the body and give body

treatments with at least two care lines

VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTSAND ASSESSMENT OF THE VOCATIONAL QUALIFICATION INBEAUTY CARE4


25/173

25

apply their knowledge of the structure and functioning of human cells, tissues,

organs and organ systems and their significance for the whole body

recognise the most common ingredients used in cosmetic products, their sig-

nificance to the product and their possible effects on skin

recognise the most common skin allergens in ingredients

guide the customer in skin care and sell skin care treatments and products to

the customer

seek additional information, guidance and professional support when neces-

sary

make use of the history and traditions of beauty care and follow the trends of

the field

maintain their ability to work as well as occupational safety and health

promote sustainable development in their work

assess their work and its results

Assessment

The table comprises the assessment criteria for three levels of competence together

with the targets of assessment. In curriculum-based education and training the tar-

gets of assessment also constitute the core contents of the module.

TARGETS OFASSESSMENT

ASSESSMENT CRITERIA

1. Mastering thework process

Satisfactory 1 Good 2 Excellent 3Students or candidates

Planning ones ownwork, working met-hodically

plan their own work underinstruction and work ac-cording to plan

independently draw upa work plan based uponcustomer needs and workaccording to the plan

independently draw up aversatile work plan thattakes customer needs intoaccount and change their

operating methods whileworking if necessary


26/173

26

VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE4

Customer analysisand treatments

skin treatment forthe face

skin treatment forthe body

skin treatment forthe feet

skin treatment forthe hands

draw up a customer analy-sis that is adequate for thetreatment plan and imple-mentation of treatment,in which some of the skinneeds are identified

draw up a customer analy-sis which meets customerneeds and which is ad-equate and essentially cor-rect for the treatment planand implementation of thetreatment

draw up a customer analy-sis which is adequate forthe treatment plan andimplementation of thetreatment, which is versatileand which meets the cus-tomers needs

select treatment methodsthat are suitable for thecustomer

select treatment methodsthat are suitable for thecustomer and explain themto the customer

select treatment methodsthat are suitable for thecustomer, take customerwishes into consideration

implement the treatment inits entirety with end resultsthat satisfy the customer

implement the treatmentensuring that the entiretreatment takes the cus-tomers needs into consid-eration and that the end

result is good

implement the treatmentensuring that the entiretreatment is suitable forthe customer and the thatthe end result is of a high

qualityunilaterally guide the cus-tomer in self-care of theskin and book the custom-ers following appointment

guide the customer in self-care of the skin and guidethe customer to the follow-ing treatment or series oftreatments

guide the customer in self-care of the skin in a versa-tile manner and guide thecustomer to the followingtreatment or series of treat-ments

Economical and high-quality operation

take the customers wishesand performance targetsinto consideration

take the customers wishesinto consideration pro-ductively and with cost-

awareness

take the customers wishesinto consideration produc-tively and with cost-effec-

tiveness and high qualityunder instruction, workeconomically and in linewith the principles of sus-tainable development

work economically andmainly observe the prin-ciples of sustainable devel-opment

work economically andobserve the principles ofsustainable development

Keeping to the timelimits reserved forthe work

under instruction, observethe time limits reserved forthe treatment

observe the time limitsreserved for the treatment

observe the time limitsreserved for the treatmentand, as necessary, adjust thetreatment according to theavailable time

Health, safety andability to function

observe the basic principlesof occupational safety bynot risking the safety of thecustomer, themselves or thework community

observe the principles ofoccupational safety andtake the safety of the cus-tomer, themselves or thework community into ac-count in their work

observe occupational safetyprinciples and apply theirknowledge to changingcircumstances

observe the principles ofergonomics in familiar situ-ations at work

observe the principles ofergonomics in their work

observe the principles ofergonomics in their workand apply them to chang-ing situations


27/173

27

Self-assessment receive feedback and, tosome extent, alter theirwork accordingly

assess their activities fromtheir own perspective,receive feedback and altertheir work accordingly

assess their activities openlyand realistically, receivefeedback and use it in theiractivities as appropriate

TARGETS OFASSESSMENT ASSESSMENT CRITERIA

2. Mastering thework method,equipment andmaterial


Use of tools use tools safely in theirwork

use tools safely, work ap-propriately and justify theirchoices

work in a versatile man-ner using tools, apply theircompetence and justifytheir choices

Use of products need product guides forsupport when selectingsuitable products for thecustomer treatments andself care

select suitable products forthe customer treatmentsand self care and find infor-mation in product guides ifnecessary

select the most suitableproducts for the customertreatments and self care,compare products and jus-tify their choices

use products safety, but areuncertain about their use

use products safety and ac-cording to customer needs

use products safely and ac-cording to customer needs,apply their use as necessary

Aseptic techniques ensure the cleanliness of theworking environment andthe tools as well as their

personal hygiene

ensure the cleanliness ofthe working environmentand tools, tidiness of the

working environment andtheir personal hygiene andcleanliness

ensure the cleanliness ofthe working environmentand tools, are careful about

the tidiness of the work-ing environment and theirpersonal hygiene and clean-liness

follow general aseptic op-erating principles in treat-ments, not causing healthhazards to the customer orthemselves

follow aseptic operatingprinciples in treatmentsand justify their actions

follow aseptic operatingprinciples in treatmentsand justify their actions.

Work to prevent the spreadof microbes and diseases.


ASSESSMENT CRITERIA

3. Underpinningknowledge


Taking skin type, skinchanges and contrain-dications to treatmentinto consideration

recognise skin types andthe most important skinchanges that affect skin careand customer guidance

recognise skin types andskin changes that affectskin care and customerguidance or are contraindi-cations to treatment

recognise with justificationsskin types and skin changesthat affect skin care andcustomer guidance or arecontraindications to treat-ment

take into account situationsin which no treatment canbe given because of the skincondition

apply their knowledge toskin care


28/173

28


Taking the knowled-ge base of the mostcommon skin disea-ses into account

discuss with the customerhis or her skin disease andits medical treatment asnecessary

are mainly familiar with themost common skin diseasesand their medical treatmentand discuss these with thecustomer if necessary

are familiar with the mostcommon skin diseases andtheir medical treatment anddiscuss these with the cus-tomer if necessary

establish the possible effectsof medication on imple-menting the treatment

take into account the pos-sible effects of medicationon implementing the treat-ment

take into account the pos-sible effects of medicationin the planning and imple-mentation of treatment

Taking into accountthe knowledge baseof anatomy andphysiology

structure, functio-ning and tasks ofthe skin

structure, functio-ning and tasks of thebody (cells, tissues,blood, circulation,respiration, digestion,urinary excretion,regulation of me-tabolism, sensorysystem and defencemechanisms of the

body and the nervoussystem)

mainly take into accountthe structure and tasks ofthe skin when implement-ing skin care treatments

take into account thestructure and tasks of theskin when implementingskin care treatments andadequately understand thefunctioning of the skin

when implementing skincare treatments, apply theirknowledge of the structure,functioning and tasks ofthe skin

mainly locate bones andname them in Finnish

mainly locate bones andname them in Finnish andfor the most part in Latin

locate bones and namethem both in Finnish andin Latin

mainly name the superficialmuscles in Finnish and forthe most part know theirlocations, tasks and align-ment

mainly name the superficialmuscles in Finnish andLatin and know their loca-tions, tasks and alignment

name the superficial mus-cles in Finnish and Latinand know their locations,tasks and alignments

apply their basic knowledgeof the structure and func-tioning of the body to skin

care

apply their knowledge ofthe structure and function-ing of the body to skin care

apply their knowledge ofthe structure and function-ing of the body to skin care

in a versatile manner

Knowledge of pro-ducts and recognitionof cosmetic ingre-dients

know the most importantingredients of productsalong with their most im-portant effects

know the most importantingredients of productsalong with their most im-portant effects and takethese into consideration inproduct choices

know the most importantingredients of productsalong with their most im-portant effects, take theseinto consideration in prod-uct choices and justify theirchoices

under instruction, find

information about ingre-dients that they do notrecognise

independently find infor-

mation about ingredientsthat they do not recognise

independently find infor-

mation about ingredientsthat they do not recognise,use various sources in a ver-satile manner and comparethe information

find information aboutproduct choices for an al-lergic customer in reliableinstructions

take any allergies and skinirritations of the customerinto account in productchoices

take any allergies and skinirritations of the customerinto account in productchoices, justify the choicesand offer the customeralternatives

Making use of theknowledge base ofbeauty care history

know the history of beautycare and follow its trends

know the history of beautycare and independently fol-low its trends

know the history of beautycare in various periods andactively follow its trends


29/173

29


ASSESSMENT CRITERIA

4. Key competencesfor lifelong learning


Learning and problem

solving

are willing to learn are motivated in learning

situations

are motivated in learning

situations, develop them-selves and their worksolve common problemsrelated to work in beautycare

solve problems related towork in beauty care basedmainly upon their existingknowledge

independently solve prob-lems related to work inbeauty care mainly basedupon their existing knowl-edge

Interaction andcooperation

make adequate use of inter-action in customer servicesituations and as a teammember

use vocational interactionin customer service andwhen working as a teammember

actively use vocational in-teraction in customer ser-vice and when working as ateam member

Vocational ethics follow the basic principlesof vocational ethics in theirwork

work responsibly in linewith the principles of voca-tional ethics

are committed to theirwork and work responsiblyin line with the principlesof vocational ethics


under instruction, maintaintheir ability to function andwork

work independently tomaintain a healthy lifestyleand ability to function andwork

independently developversatile functions aimingto promote and maintain ahealthy lifestyle and abilityto function and work

take safety and health as-pects into consideration inthe planning of their ownwork and maintain safetyin the working environ-ment in familiar situations.

take safety and health as-pects into consideration inthe planning of their ownwork and maintain safetyin the working environ-ment.

independently take safetyand health aspects intoconsideration in the plan-ning of their own work andapply what they have learntalso in unexpected situa-tions.

Ways of demonstrating vocational skills

The student or candidate demonstrates his/her vocational skills in skin care by atreatment to a customers face, body, hands and feet in a beauty salon or similar

place. The work is carried out to an extent that makes it possible to establish that

the vocational skills meet the requirements.


30/173

30


A skills demonstration is to comprise at least

mastering the work process: in the skin care of the face or body or feet; en-

tirely

mastering the work method, equipment and material: in the skin care of the

face or body or feet; entirely

underpinning knowledge: in the skin care of the face or body or feet; entirely

key competences for lifelong learning: in the skin care of the face or body or

feet; entirely

If the vocational skills required in the module cannot be shown in a skills demon-

stration or a competence test, it is to be completed with such other assessment of

competence as interviews, assignments and other reliable methods.

4.1.2 Skin care guidance

Vocational skills requirements


serve both individual customers and groups guide customers in skin care and

make-up as well as in the use of products and treatment services

analyse the condition of the customers skin and body when guiding the cus-

tomer in skin care and skin protection and in maintaining of health

establish the needs and wishes of the customer or customer group and take

these into account in the planning and implementation of customer guidance

or an event

present and sell beauty care services and products

arrange and organize customer events

make use of their media skills when guiding customers

use their knowledge of various treatment techniques and products

rely upon their knowledge of hygiene, anatomy and physiology, and the causes,

prevention and care of skin diseases

discuss the most common plastic surgery procedures with the customer

together with the customer, assess whether the customers diet is versatile and

adequate

guide the customer in exercise with health benefits

value the customers opinions and help the customers to express their wishes

follow the principles of vocational ethics

make use of their linguistic skills in customer service assess the success of cus-

tomer guidance and the events organized and receive feedback


31/173

31

Assessment





ASSESSMENT CRITERIA

1. Mastering theworking process


Personal customeranalysis or mappingof a customer groupsneeds

record the basic data on thecustomers skin and bodycondition and take thecustomers wishes into ac-

count or map the wishes ofa customer group

analyse the condition ofthe customers skin andbody, taking into accountthe customers needs and

wishes, or map the needsand wishes of a customergroup

analyse the condition of thecustomers skin and body ina versatile manner, takinginto account the customers

needs and wishes, or mapthe needs and wishes of acustomer group in a versa-tile manner

Customer guidance recommend treatments toa customer or customergroup

recommend treatments toa customer or customergroup and justify the needfor the treatments

recommend and comparetreatments for the customeror customer group and jus-tify the need and suitabilityof the treatments

recommend products and

explain their use

recommend and sell prod-

ucts, justify the need to usethem and explain the cor-rect method of use

recommend, sell and

compare products, justifythe need to use them andexplain the correct methodof use. If necessary, directtheir customer to anotherexpert

Acting within a workcommunity

seek support in their workfrom other members of thework community and givesupport if necessary

naturally interact withmembers of the work com-munity

actively promote com-munality within the workcommunity

Productive operations act with initiative and takecustomer wishes into ac-count to achieve their owntargets

act with initiative, takingcustomer wishes into ac-count, and economically toachieve the targets of thecompany

act methodically, produc-tively and with initiative,taking customer wishesinto account, to achieve thetargets of the company

Self-assessment receive feedback and partlyalter their work based uponthe feedback

assess their actions fromtheir own perspective,receive feedback and altertheir work accordingly

assess their work openlyand realistically, receivefeedback and use it in theirwork as appropriate.


32/173

32



ASSESSMENT CRITERIA

2. Mastering thework method,equipment and

material


Presentation ofproducts and services

explain the matter compre-hensibly

explain the matter compre-hensibly and arouse interestin the customers

work expertly and intro-duce issues that interest thecustomers

use, as necessary, the mediain the presentation andsales of products and ser-vices

use the media in the pre-sentation and sales of prod-ucts and services

use the media in a versatilemanner in the presentationand sales of products andservices and assess the im-pact of media products


have a positive attitudetowards exercise that pro-motes health and the abilityto function.

regulate their workload bymeans of health exercise.

independently make use ofhealth exercise that is suit-able for the field in order topromote their health andability to function.


ASSESSMENT CRITERIA

3. Underpinningknowledge


Justification of treat-ments and products

explain the treatments andtheir effects to the customer

explain the treatments tothe customer and justifytheir effects

present and compare theeffects of the treatments tothe customer

explain to the customer themain features of productuse and their effects

explain to the customer theuse and effects of products

explain to the customer theuse and effects of productsin a versatile manner

rely upon product guidesto justify the effects ofproducts and to inform thecustomer about ingredients

justify the effects of theproducts and their mostimportant ingredientsbased upon, for example,their knowledge of ingredi-ents, dermatology, chemis-

try, anatomy or physiology

justify the effects of theproducts and their mostimportant ingredients ina versatile manner basedupon, for example, theirknowledge of ingredients,

dermatology, chemistry,anatomy or physiology

Making use of langu-age skills in customerserviceSector-specificlanguage skills forFinnish speakers

serve customers in Finnishand can manage passably inservice situations in Swed-ish and a foreign language

serve customers in Finnishand can manage servicesituations in Swedish and aforeign language

serve customers in Finnishand can flexibly manageservice situations in Swed-ish and a foreign language


33/173

33

Making use of langu-age skills in customerserviceSector-specificlanguage skills forSwedish speakers

serve customers in Swedishand can passably manageservice situations in Finnishand a foreign language

serve customers in Swedish,can flexibly manage servicesituations in Finnish, andcan manage a service situa-tion in a foreign language

serve customers in Swedishand Finnish and can man-age service situations flex-ibly in a foreign language

Making use of langu-age skills in customerserviceSector-specificlanguage skills fornative speakers ofother languages

can manage a service situa-tion in Finnish or Swedishand can passably manage aservice situation in anotherlanguage

can manage a service situa-tion in Finnish or Swedishand a foreign language, andcan passably manage in theother national language

serve customers in Finnishor Swedish, can flexiblymanage service situations inthe other national languageand a foreign language

Making use of langu-age skills in customerserviceSector-specificlanguage skillsin education in aforeign language

in addition to the languageof education, can managea service situation in Finn-ish or Swedish, and directthe customer further inthe service situation in oneother language

can manage a service situa-tion in the language of edu-cation and also in Finnishor Swedish and one otherlanguage

in addition to the languageof education, serve custom-ers in Finnish or Swedishand can flexibly managea service situation in oneother language

Making use of theknowledge baserelated to plasticsurgery

direct the customer to anexpert in plastic surgery ifnecessary

discuss the most commonplastic surgery procedureswith the customer if neces-sary and direct the custom-er to an expert if required

discuss the most commonplastic surgery procedureswith the customer, explainthe area of responsibility ofbeauty care professionals inthe treatment of plastic sur-

gery customers and directthe customer to an expert ifnecessary

Assessing the versati-lity and adequacy ofthe customers diet

assess the versatility andadequacy of the customersdiet together with thecustomer in terms of skinwellbeing

assess the versatility andadequacy of the customersdiet together with the cus-tomer and explain the roleof nutrition in skin andbody care

inform the customer aboutnutrition relevant to skincare and apply their knowl-edge of nutrition (energynutrients, vitamins andminerals and their mostimportant sources) and take

into consideration specialdiets (lactose intolerance,wheat intolerance, diabetes)


34/173

34



guide the customer inhealth exercise relying uponready-made instructions

guide the customer inhealth exercise, taking thecustomers situation intoconsideration

guide the customer inhealth exercise in a ver-satile manner, taking thecustomers situation intoconsideration

take into account their du-ties regarding occupationalsafety in their work andare familiar with the mostimportant regulations intheir field.

take occupational safetyregulations into accountin their work and seek theinformation they need.

follow regulations in theirown work, actively seek theinformation they need and

justify their actions.


ASSESSMENT CRITERIA

4. Key competencesfor lifelong learning


Learning and problemsolving

are willing to learn are motivated in learningsituations

are motivated in learningsituations, develop them-selves and their work

solve common problems re-lated to working as a beautytherapist

solve problems related toworking as a beauty thera-pist by mainly making useof their existing knowledge

independently solve prob-lems related to working as abeauty therapist by makinguse of their existing knowl-edge

Interaction andcooperation

make adequate use of inter-action in customer servicesituations and as a teammember

use vocational interactionin customer service andwhen working as a teammember

actively use vocational in-teraction in customer ser-vice and when working as ateam member

Vocational ethics follow the basic principlesof vocational ethics in theirwork

work responsibly in linewith the principles of voca-tional ethics

are committed to theirwork and work responsiblyin line with the principlesof vocational ethics


under instruction, maintaintheir ability to function andwork

work independently tomaintain a healthy lifestyleand their ability to functionand work

independently developversatile activities aimingto promote and maintaina healthy lifestyle and their

ability to function andwork

take safety and health as-pects into consideration inthe planning of their ownwork and maintain safetyin the working environ-ment in familiar situations

take safety and health as-pects into consideration inthe planning of their ownwork and maintain safetyin the working environ-ment.

independently take safetyand health aspects into con-sideration in the planningof their own work, main-tain the safety of the work-ing environment and applywhat they have learnt alsoin unexpected situations.


35/173

35

Ways of demonstrating vocational skills

The student or candidate demonstrates his/her vocational skills in skin care guid-

ance by guiding a customer or customer group in skin guidance, and demonstrates

their language skills in a customer service situation based upon one of the targetsof assessment described in the Table above in various types of customer events, in a

beauty salon or in a similar job. The work is carried out to an extent that makes it

possible to establish that the vocational skills meet the requirements.

A skills demonstration is to comprise at least

mastering the work process; entirely

mastering the work method, equipment and material; entirely

underpinning knowledge; entirely

key competences for lifelong learning; entirely

If the vocational skills required in the module cannot be shown in a skills demon-

stration or a competence test, it is to be completed with such other assessment of

competence as interviews, assignments and other reliable methods.

4.1.3 Make-upVocational skills requirements


apply make-up for everyday life, special occasions and photo shoots perform

permanent dying of eyelashes and eyebrows and eyelash permanents, attach

loose and permanent eyelashes and shape eyebrows by plucking

apply a foundation make-up, eye and lip make-up and shadowing and high-

lighting of the facial shape

use make-up to conceal bruising, scars, skin tone changes and changes caused

by skin diseases

take the customers age, facial and anatomical structure, as well as the colour of

the skin, hair and eyes, into consideration

take the customers skin type, skin changes and possible skin diseases and al-

lergies into consideration

apply make-up with two product lines and perform permanent dying with one

product line

use the basis of colour, shape and style theory in the planning of make-up


36/173

36


choose appropriate tools for make-up and use them

ensure hygiene and clean, service and disinfect their tools

guide the customer in make-up and sell dying and make-up services and make-

up products to the customer

seek additional information, guidance and professional support when neces-

sary

maintain their ability to work as well as occupational safety and health

promote sustainable development in their work

assess their work and its results

Assessment





ASSESSMENT CRITERIA

1. Mastering thework process


Planning ones ownwork, working met-hodically

plan their own work underinstruction and work ac-cording to the plan

independently draw upa work plan based uponcustomer needs and workaccording to the plan

independently draw up aversatile work plan thattakes customer needs intoaccount and change theiroperating methods whileworking if necessary

Customer analysisand make-up /eyebrows shaping

/ permanentdying of eyelashesand eyebrows /performing a lashpermanent

draw up a customer analysisidentifying the customerswishes, style and part oftheir needs

draw up a customer analysistaking into considerationthe customers wishes, styleand needs

draw up a customer analysistaking into considerationthe customers wishes, styleand needs in a versatilemanner

apply make-up on thecustomer, taking into con-sideration the customerscolours, skin condition andfacial features

apply make-up on the cus-tomer for a specified use,taking into considerationthe customers colours,skin condition and facialfeatures

apply make-up on the cus-tomer that is appropriatefor the specified use andsuitable for the customer,taking into considerationthe customers colours,skin condition and facialfeatures


37/173

37

shape the customers eye-brows by plucking with anend result that is satisfac-tory to the customer

the shaping of eyebrows iscarried out according to thecustomers wishes and theend result is good

the shaping of eyebrowsis carried out according tothe customers wishes andit suits their facial features;the end result is of a highquality in terms of formtheory

perform a permanent dyingof the customers eyebrowsand eyelashes with an endresult that is satisfactory tothe customer

perform a permanent dy-ing of eyebrows and lashesaccording to the customerswishes and with a good endresult

perform a permanent dy-ing of eyebrows and lashesthat is of a high quality andwhich takes the customerswishes into consideration

perform a lash permanenton a customer with an endresults that is satisfactory tothe customer

perform a lash permanentaccording tothe customers wishes witha good end result

perform a high qualitylash permanent taking thecustomers wishes into con-sideration

guide the customer whileproviding a service on in-dividual occasions and takethe customers next book-ing if necessary

guide the customer whileproviding a service and inproduct choices, guide thecustomer to the next treat-ment service

guide the customer in a ver-satile and justified mannerin a service provided andmotivate the customer forthe next treatment service

Economical and highquality operations

take customer wishes andperformance targets intoconsideration

take customer wishes intoaccount productively andwith cost-awareness

take customer wishes intoaccount productively andwith cost-effectiveness andhigh quality

under instruction, work

economically and observethe principles of sustainabledevelopment

work economically and

mainly in line with theprinciples of sustainabledevelopment

work economically and in

line with the principles ofsustainable development

Keeping to the timelimits reserved forthe work

under instruction, observethe time limits reserved forthe treatment

observe the time limitsreserved for the treatment

observe the time limitsreserved for the service andadjust their work to theavailable time if necessary


observe the basic principlesof occupational safety bynot risking the safety of the

customer, themselves or thework community

observe occupational safetyby not risking the safety ofthe customer, themselves or

the work community

observe occupational safetyand apply their knowledgeto changing circumstances

observe ergonomics in fa-miliar situations at work

observe ergonomics in theirwork

observe ergonomics in theirwork and apply it to chang-ing situations

Self-assessment receive feedback and tosome extent alter theirwork accordingly.

assess their activities fromtheir own perspective,receive feedback and altertheir work accordingly.

assess their activities openlyand realistically, receivefeedback and use it in theirwork as appropriate.


38/173

38



ASSESSMENT CRITERIA

2. Mastering thework method,equipment and

material


Use of tools andworking methods

use tools safely and taketheir operating principlesinto consideration in theirwork

use tools safely, work ap-propriately and justify theirchoices

work in a versatile mannerusing the tools and workingmethods, apply their com-petence and justify theirchoices

Use of products mainly select the productst

140409 Vocational Qualification in Beauty Care 20009

Documents

Transcript of 140409 Vocational Qualification in Beauty Care 20009