UVQF, ATP Beautician.doc

THE REPUBLIC OF UGANDATHE REPUBLIC OF UGANDATHE REPUBLIC OF UGANDATHE REPUBLIC OF UGANDA Ministry of Education and SportsMinistry of Education and SportsMinistry of Education and SportsMinistry of Education and Sports

Department of Business, Technical and Vocational Department of Business, Technical and Vocational Department of Business, Technical and Vocational Department of Business, Technical and Vocational

Education and TrainingEducation and TrainingEducation and TrainingEducation and Training

(First Edition)(First Edition)(First Edition)(First Edition)

OCTOBEROCTOBEROCTOBEROCTOBER 2006 2006 2006 2006

Developed by:Developed by:Developed by:Developed by: Supported by:Supported by:Supported by:Supported by:

Assessment and Training PackageAssessment and Training PackageAssessment and Training PackageAssessment and Training Package

forforforfor

BEAUTICIANBEAUTICIANBEAUTICIANBEAUTICIAN

LEVELLEVELLEVELLEVELS 1 &S 1 &S 1 &S 1 & 2 2 2 2

Assessment and Training Package for BEAUTICIAN – LEVEL 1 & 2, 1st edition, 2006

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Uganda Vocational Qualifications Framework (UVQF) Secretariat Plot 9-11 George VI Way Road Embassy House, Floor 2 P.O Box 7063, Kampala, Uganda Tel: 256-41-253 704;256-31-279344; Fax: 256-41-343 266; E-mail : [email protected] Website: www.education.go.ug

The UVQF Secretariat is a project services unit at MoES coordinated through BTVET department. For technical and policy issues, the unit is also affiliated to BTVET Advisory Board. The unit performs development tasks related to concepts, procedures and instruments of the UVQF in close collaboration with both public and private stakeholders in vocational training. In particular, the unit organizes and coordinates the development of Assessment and Training Packages for competence-based vocational training and shall provide technical services to the Industrial Training Council (and Directorate of Industrial Training in the medium term) to upgrade and expand standards-based assessment and certification. The UVQF Secretariat receives technical and conceptual support from Mr. Gerhard Kohn and his co-Consultants of Institute for Vocational Training, Labour Market and Social Policy, Germany (INBAS) First edition published October 2006 © Ministry of Education and Sports, Kampala, Uganda, 2006 All rights reserved. No part of this publication may be reproduced, without prior permission in writing of the Permanent Secretary, Ministry of Education and Sports.


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Table of contents

Foreword...................................................................................................3

Acknowledgements..................................................................................4

Abbreviations and Acronyms..................................................................5

Executive Summary .................................................................................8

How to use the Assessment and Training Package.Error! Bookmark not defined.

1.0 ATP-PART I.................................................................................10

Occupational Profile for BEAUTICIAN .................................................10

2.0 ATP-PART II................................................................................17

Assessment Instruments for BEAUTICIAN ..........................................17

OVERVIEW OF TEST ITEM SAMPLES INCLUDEDError! Bookmark not defined.

3.0 ATP-PART III...............................................................................41

Training Modules for BEAUTICIAN ......................................................41

OVERVIEW OF MODULES....................................................................................... 42


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Foreword

The Ministry of Education and Sports (MoES) in co-operation with the private sector and other stakeholders have embarked on reforming Business, Technical and Vocational Education and Training (BTVET) in Uganda. The reform is to make BTVET more relevant to the skills requirements of employment, to provide access to larger numbers of learners, and to make vocational training affordable by reducing its unit costs. To achieve these ends, a Uganda Vocational Qualifications Framework (UVQF) is to be set up. The Uganda Vocational Qualifications Framework shall enhance transparency of labour market demand for occupational competency and the responsiveness of the national system of Business, Vocational and Technical Education and Training. By increasing access to BTVET for the majority of Universal Primary Education and post-primary graduates and/or leavers, the UVQF will make positive contributions to labour market productivity and employability of BTVET graduates. As the Ministry executes its obligation of ensuring quality in training standards, the public-private partnership is being strengthened to improve occupational competence of the country’s workforce without gender bias. In 2004, the MoES established the UVQF Secretariat and tasked it to prepare the design of the UVQF and develop/pilot its instruments and mechanisms. The development of this “Assessment & Training Package (ATP)” which can be used by any training provider and those who wish to present themselves for Occupational Assessment and Certification is one way forward to transform Uganda by linking training to the real word of work. Herewith, the UVQF Secretariat presents the first edition of an “Assessment & Training Package (ATP)” containing the Occupational Profile, Assessment Instruments and Training Modules for actual training, assessment and certification of BEAUTICIAN I would like therefore to congratulate all individuals, organisations and development partners who have participated in the development of this noble document. F.X.K.Lubanga PERMANENT SECRETARY


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Acknowledgements The UVQF Secretariat wishes to sincerely acknowledge the valuable contributions to the development of this ATP by the following persons, institutions and organisations: • MoES management; • Members of BTVET Advisory Board; • The Commissioner and staff of BTVET Department, MoES; • The Commissioner and staff of DIT, MoES; • The construction companies that released their high performing

practitioners to develop this ATP; • The practitioners from work life; • Instructors of training centres; • The facilitators involved in guiding the practitioners and instructors

panels in their development activities; • The partners of the PEVOT Programme who co-financed the

development of this ATP. These include GTZ/ INBAS, kfW and DED.


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Abbreviations and Acronyms

A&C Assessment & Certification

ATP Assessment & Training Packages

BAB BTVET Advisory Board

BTVET Business, Technical and Vocational Education and Training

CBET Competency Based Education and Training

DED German Development Services

DIT Directorate of Industrial Training

GTZ German Technical Co-operation/Deutsche Gesellschaft für Technische Zusammenarbeit

ITA Industrial Training Act

ITC Industrial Training Council

kfW German Bank for Reconstruction

LWA Learning-Working Assignment

MC Modular Curriculum

MoES Ministry of Education and Sports

OP Occupational Profile

PEVOT Promotion of Employment Oriented Vocational and Technical Training

PEX Practical Exercise

PTI Performance (Practical) Test Item

RPL Recognition of Prior Learning

TIB Test Item Bank

UPE Universal Primary Education

UVQ Uganda Vocational Qualification

UVQF Uganda Vocational Qualifications Framework

WTI Written (Theory) Test Item


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Key definitions

Assessment Assessment is the means by which evidence is gathered and judged to decide if an individual has met the stipulated assessment standards or not. Testing is a form of formal assessment.

Certification Certification is understood as a formal procedure to issue a certificate (qualification) to an individual that has demonstrated during formal assessment that he/she is competent to perform the tasks specified in the occupational profile.

Competence / CBET

(Occupational) competence is understood as the ability to perform tasks common to an occupation at an acceptable level.

Competence-based education and training means that programmes: 1. have content directly related to work 2. focus is on ‘doing something well’ 3. assessment is based upon industry work

standards, and 4. curricula are developed in modular form

Duty A Duty describes a large area of work in performance terms. A duty serves as a title for a cluster of related Tasks (see also: TASK).

Learning-Working Assignment (LWA)

LWA are simulated or real job situations / assignments that are suitable for learning in a training environment (e.g. “small projects”). In a working environment LWA are real work situations/assignments.

Module Modules are part(s) of a whole curriculum. Modules can be considered as “self-contained” partial qualifications which are described by learning outcomes or competencies and which can be assessed and certified individually.

Occupational Profile (OP)

An Occupational Profile is an overview of the duties and tasks a job incumbent is expected to perform competently in employment.


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Occupational Profiles developed by practitioners from the world of work enhance the relevance of training and learning to the requirements of the world of work.

Occupational Profiles which define WHAT a person is supposed to do are the reference points for developing assessment standards (specifying HOW or HOW WELL a person is to perform) and modular curricula.

Qualification A qualification is understood as a formal reward for demonstrating competence, based on formal assessment against set standards and provided to the individual in the form of a certificate specifying the nature of the competence.

Task Job TASKS represent the smallest unit of job activities with a meaningful outcome. Tasks result in a product, service, or decision. They represent an assignable unit of work and have a definite beginning and ending point. Tasks can be observed and measured. (see also: Duty)


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Executive Summary This Assessment and Training Package is a Competence-Based Education and Training (CBET) tool and consists of three major parts:

0.1 PART I: The “Occupational Profile” (OP) of a BEAUTICIAN. This Occupational Profile, which was developed by Beauticians practising in work life, mirrors the duties and tasks, Beauticians are expected to perform in the world of work.

0.2 PART II: “Assessment Instruments” in the form of performance (practical) and written (theory) test items that can and should be used to assess whether a person complies with the requirements of employment as a Beautician. These assessment instruments were developed jointly by job practitioners (Beauticians) and instructors1.

0.3 PART III: A “Training Modules” in the form of a guideline to train

Beauticians both on the job as well as in training centres (or combinations of both venues of learning). The Training Modules herein have been developed basing on the Occupational Profile and Assessment Instruments thereof and hence are directly relevant for employment.

0.4 While the Occupational Profile (OP) contained in PART I of this ATP provides the information WHAT a person is expected to do competently in work life, the test items -including performance criteria- of PART II qualify the HOW and/or HOW WELL a person must do the job. In combination, both parts -the OP and the test items- constitute the relevant ‘Assessment STANDARDS’ for competence-based assessment and certification for acquiring a credible Qualification for – Beautician.

0.5 The modular format of the curriculum (PART III) allows learners to acquire job specific skills and knowledge (i.e. competencies) module by module. A single module can be accomplished within a relatively short duration of time allowing learners to move directly into an entry level job, go for further modules or advance to higher levels of training. Modular courses allow more learners to access the training system because training centres as well as companies can accommodate more students in a given period of time.

1 In this document, only sample test items for assessing (practical) performance and occupational knowledge (theory) of Beauticians are included. A larger selection of test items can be obtained from an electronic Test Item Bank at UVQF Secretariat.


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0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will also enable people who are convinced to have acquired competencies laid down in this ATP through prior training and on-the-job experience to access assessment and certification directly; be it on the basis of a single module, a group of modules or all modules pertaining to the occupation at once. This achievement will facilitate Recognition of Prior Learning (RPL).

Eng. Henry Francis Okinyal Commissioner, BTVET


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1.0 ATP-PART I

Occupational Profile for BEAUTICIAN

1.1 The OCCUPATIONAL PROFILE (OP) for “BEAUTICIAN” below

defines the Duties and Tasks a competent Beautician is expected to perform in the world of work (on the job) in Uganda today.

1.2 Since it reflects the skill requirements of work life, the Occupational

Profile is the reference document for the subsequent development of assessment instruments (test items) and training modules which are directly relevant to employment in Ugandan businesses and industries.

1.3 To ensure that OP is relevant for employment in Uganda the UVQF

Secretariat used the method of “occupational/job profiling.1

This approach involves the brainstorming of a panel of 8 to 12 competent job practitioners guided by a trained and experience facilitator. During a two-day workshop the panellists define the duties and tasks performed in employment, as well as the prerequisite skills, knowledge, attitudes, tools and equipment, and the future trends and concerns in the occupation/job. The panellists, facilitators and co-ordinators who participated in developing this OP BEAUTICIAN are listed on the following page.

1 The DACUM-method was used. DACUM is an acronym for Develop a Curriculum.


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Expert Panel

Kalulu Bosco

Ali Barbers Saloon Rita Hategekimana

Cosmo Concepts Nalwanga Agnes Beauty Tips Irene Ntabadde

Pearl Institute of Cosmetology Fatuma Kasasiira (Fifi) Crane Beauty Saloon Jane Namudu

Nail Glamour Serah Wanjiru Mwangi

Tiner School of Beauty and Design Aidah Nassali

Nail Glamour Angela Chai

J&V Beauty Parlour Buwule Judeson

K K Health Club

Co-ordinators

Joshua Kunya

Uganda Vocational Qualifications Framework Secretariat (UVQF-S)

Richard Mugisa


Facilitators

Deborah Asikeit

GTZ-PEVOT

Maxwell C. Kamanyire

GTZ- PEVOT

THE REPUBLIC OF UGANDATHE REPUBLIC OF UGANDATHE REPUBLIC OF UGANDATHE REPUBLIC OF UGANDA Ministry of Education and SportsMinistry of Education and SportsMinistry of Education and SportsMinistry of Education and Sports

Department of Business, Technical and Department of Business, Technical and Department of Business, Technical and Department of Business, Technical and Vocational Education and TraininVocational Education and TraininVocational Education and TraininVocational Education and Trainingggg (BTVET) (BTVET) (BTVET) (BTVET)

Occupational Profile of a

“BEAUTICIAN”

[Level 1 & 2]

June 2004

Development workshop conducted 15th -16th June 2004

by



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DUTIES AND Tasks

A. COMMUNICATE

A1 Advertise salon A2 Receive client A3 Consult client A4 Give instructions

A5 Attend to complaints

A6 Contact clients A7 Coordinate work

B. MAINTAIN RECORDS

B1 Record appointments

B2 Fill client consultation cards

B3 Keep address book

B4 Update records

B5 Keep inventory B6 Record stock B7 Store records

C. MAINTAIN BEAUTY PARLOUR

C1 Prepare work area

C2 Maintain sanitation

C3 Observe professional rules and regulations

C4 Maintain standard of beauty parlour

C5 Maintain clientele C6 Maintain equipment

C7 Replenish stock C8 Update beauty skills

D. ENSURE SAFETY AND HYGIENE

D1 Wear protective gear

D2 Drape client D3 Observe manufacturers’ directions

D4 Administer first aid

D5 Promote health awareness

D6 Observe health precaution

D7 Observe electricity precautions

D8 Sterilize equipment

E. REMOVE UNWANTED HAIR

E1 Clean body part to be worked upon

E2 Take a patch test

E3 Apply powder on body part to be waxed

E4 Apply depilatory product

E5 Remove depletory product

E6 Clean off depletory product

E7 Apply soothing lotion


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F. PERFORM MANUCURES AND PEDICURES

F1 Sanitize hands/feet

F2 Remove nail polish

F3 Shape nails F4 Soften cuticles

F5 Trim cuticles F6 Clean nails F7 Remove corns F8 Scrub feet/hands

F9 Massage hands/feet

F10 Apply nail polish

F11 Press-on nails

G. PERFORM FACIAL TREATMENT

G1 Lay facial bed G2 Analyse skin G3 Clean face G4 Scrub face

G5 Massage face G6 Steam face G7 Perform extractions

G8 Apply facial mask

G9 Tone skin G10 Moisturize face

H. PROVIDE MASSAGE SERVICES

H1 Lay massage couch

H2 Prepare massage oil

H3 Ensure privacy of client

H4 Position client

H5 Uncover area to be massaged

H6 Perform massage manipulations

H7 Remove excess oils

I. APPLY MAKE UP

I1 Perform a CTM (cleanse, tone and massage)

I2 Shape eyebrows I3 Cover uneven pigmentation

I4 Apply foundation

I5 Apply translucent powder

I6 Contour face I7 Perform finishing

Level 1 Tasks Level 2 Tasks


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Additional Information

Generic Knowledge & Skills

1. Knowledge of allergies 2. Knowledge of skin types 3. Massage types 4. Products used in beauty

parlor 5. Proper use for machines 6. Nail disorders 7. Proper nail care 8. Eyebrow shaping (threading,

tweezing, use of blades) 9. Waxing 10. Facial shapes 11. Types of occasions attended

by clients 12. Sterilising skills 13. Management skills 14. Salon maintenance 15. Customer care 16. Facial features 17. Skin diseases 18. Basic anatomy 19. Design skills

Attitudes / Traits / Behavior

1. Obedient 2. Observant 3. Avoid gossip 4. Cheerful 5. Secretive 6. Committed 7. Respectful 8. No favouritism 9. Time conscious 10. Professional 11. Courteous 12. Confident 13. Honest 14. Patient 15. Concentrated 16. Alert to clients mood 17. Efficient 18. Controlled temper 19. Positive 20. Tolerant 21. Accurate 22. Smart & tidy 23. Understanding


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Tools, Materials and Equipment

1. Towels 2. Cotton wool 3. Nail vanish 4. Nail polish remover 5. Massage oil/ cream 6. Base coat 7. Top coat 8. Drying spray 9. Nail strengtheners 10. Buffing cream 11. Pumice powder 12. Antiseptic soaps 13. Disinfectants 14. Nail whiteners 15. Manicure set 16. Nail arts 17. Tissue Box 18. Cleansers Eye brow pencils 19. Mascara 20. Foundation 21. Masks 22. Gauze 23. Facial sponge 24. Eye pads 25. Essential oils 26. Head bands 27. Nail glue 28. Artificial nails 29. Talcum powder 30. Soothing lotion 31. Waxing strips 32. Threads 33. Aprons 34. Gloves 35. Eye shadows 36. Brushes/ Cheek colour 37. Eye liners 38. Concealers

39. Lip colour 40. Manicuring table 41. Manicurist table 42. Emery boards 43. Stools 44. Cuticle scissor 45. Nail cutter 46. Orange stick 47. Nail brush 48. Buffer 49. Manicure bowel 50. Foot spa/ basin 51. Dustbin 52. Repair kit 53. Pumice stone 54. Foot scrub 55. Soap dish 56. Corn remover 57. Toe separators 58. Facial steamers 59. Facial bed 60. Mask brushes 61. Sanitizers

62. Trolley

63. Mirrors

64. Massage couch

65. Hangers

66. Wax heater

67. Electrolysis Machine

68. Magnifying lamp

69. Extractors

70. Tweezers

71. Spatulas

72. Saucers

73. Facial brushes

74. Applicators


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Future Trends and Concerns

1. Use of computers

2. Anatomy and physiology theory

3. Aesthetics

4. Physiatrists

5. Reflex zone therapy

6. Ancluding acrylics

7. Permanent make up

8. Tattooing

9. Body piercing

10. Nail Technology

11. Acupuncture

12. Aromatherapy

13. Body piercing

14. Physiotherapy

15. Crystal therapy

16. Slimming treatment


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2.0 ATP-PART II

Assessment Instruments for BEAUTICIAN 2.1 Assessment of occupational competence is the procedure by which

evidence is gathered and judged to decide if an individual (candidate) has met the stipulated assessment standards or not. In this ATP the standards to assess occupational competences are reflected in the form of the Occupational Profile and related Test Items.

2.2 Assessment of occupational competence should comprise both practical (performance) testing and written (theory/knowledge) testing.

2.3 Based on the Occupational Profile, a combined panel of job practitioners and Instructors developed a substantial number of test items for assessing (practical) performance as well as items for assessing occupational knowledge (theory) all stored in an electronic Test Item Bank (TIB) at the UVQF Secretariat.

2.4 Performance (Practical) Test Items (PTI) are closely related to typical work situations in Ugandan business enterprises and industries. They comprise a test assignment for candidates and assessment criteria and/or scoring guides for assessors’ use.

2.5 Written Test items (WTI) for written testing of occupational theory, (knowledge) are presented in different forms which include: • Multiple choice test items, • matching test items, • work sequence test items and • short answer test items.

These WTIs herein focus on functional understanding as well as trouble-shooting typically synonymous with the world of work.

2.6 Composition of assessment / test papers will always require good choices of different types of WTI in order to ensure the assessment of relevant occupational knowledge required of candidates to exhibit competence.

2.7 The test items contained in the TIB may be used for continuous / formative assessment during the process of training as well as for


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summative assessment of candidates who have acquired their competences non-formally/or informally.

2.8 In this ATP, samples of test items for assessing both performance (practical) and occupational knowledge (theory) of BEAUTICIAN are included. A larger selection of test items can be obtained as electronic or printed copies from the UVQF Secretariat or designated outlets.

2.9 Overview of Test Item samples included

This document contains the following types of Test Item samples:

No. Type of Test Item Number included

1. Performance (Practical) Test Items 3

2. Written (Theory)- Matching items (Work sequence) 3

3. Written (Theory)- Short Answer 3

4. Written (Theory)-Multiple Choice- generic 3

5. Written (Theory)- Matching item – Generic 3

6. Written (Theory)- Multiple Choice – Cause/ Effect 3


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Performance Test Items (SAMPLES)

Test Item Database Performance Test Item- no.1

Occupational Title: BEAUTICIAN

Competence level: Level 1

Code no.

Test Item: Remove hair using cold wax

Complexity level: P1

Date of OP: June 2004 Related tasks: D1, D2, E1, E2, E3, E4, E5, E6, E7

Related skills and knowledge:

Knowledge about allergies, waxing direction, quantities of wax used, knowledge about hair, designing skills

Required tools, materials and equipment:

Wax strips, soothing lotion, stools, trolley

Time allocation: 45 minutes

Preferred venue: Beauty parlour

Remarks for candidates

Remarks for assessors

max. score #

assessment criteria

scoring guide process result

1 Work station set Wax, soothing lotion, strips, cotton, stool

1

2

Client positioned

Client being asked for comfort 1

3 Body part to be worked upon cleaned

Wet towel used 1

Taken directly from tube/from tin with spatula

1 4 Applied wax and removed hair Strip used to press firmly 3 2


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max. score #

assessment criteria


Skin held tight with one hand 2

Strip pulled against hair direction 1

5 Removed remaining wax

Dry tissue/towel used 2

6 Applied soothing lotion

After wax lotion used 2

7 Cleaned up work place

Cotton disposed, towels washed, area sanitized

1


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Test Item Database Performance Test Item- no. 2



Code no.

Test Item: Apply make up


Date of OP: June 2004 Related tasks: D1, D2, I1, I2, I3, I4, I5, I6, I7


Knowledge of allergies, skin types and products eyebrow shaping (Tweezing, waxing and threading), facial shapes, knowledge of occasions, sterilizing skills, facial features and designing skills


Towels, cotton wool, antiseptic soap, tissue box, Cleanser, toner moisturizer, eye brow pencil, mascara, foundation, facial sponges, head bands, talcum powder, threads, apron, eye shadows brushes, cheek color, eye liners, concealers, up colour, stools, dustbin, tweezers, applicators, trolley and mirrors.





max. score #

assessment criteria


Set mirror in position 1 1 Products and materials arranged Brushes, applicators and make-up put

on trolley 1

Protective gear put on Apron put on with front pockets

1

Client draped Protected client’s hair with head scarf

2

2

Applied make up

Client relaxed in sitting position 2


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max. score #

assessment criteria


Skin type analyzed Took patch test

3

Cleansed and masked face for 8 minutes

3

Test applied back side of the neck

Remains removed using wet cotton wool

Face and neck cleansed Minimum time of cleansing was 3 minutes

1

Used damp cotton

Circular upward movements applied 2

Face and neck toned Covered eye area

Waited 4 minutes for toner to dry into skin

1 2

Face, neck and upper chest area moisturized Finger cushions used

1

Caused no pain to client 1

Upward movements applied 1

Facial features analyzed Marked the shape of the lips

Lined up the eye brows 1 2

Eyebrows shaped Used tweezers to pull out brows

2

Used toner after tweezing 1

Face and neck concealed Covered dark spots

2

Used finger cushions 1

Used tapping actions 1

Foundation applied Put all over face

Skin colour matching foundation applied

2

Covered concealed areas 3


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max. score #

assessment criteria


Put on neck and upper chest area as well

Eye shadows applied Eyes out lined with eye liner

Matching colours applied 2

Used applicators for shadows

Mascara put on eye lashes 1

Lip line drew Used lip liner

1 1

Colour matched eye liner 1

Lip stick applied Lip saver put before lip stick

1 2

Lip gloss put after lip stick 2

Loose powder applied Used facial brush

1

Skin colour matched with loose powder

2

Cheek colour applied only around the cheek bones

2 3

Held spray gum from a distance (3ft away)

1


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Test Item Database Performance Test Item- no. 3



Code no.

Test Item: Give a patch test for waxing


Date of OP: June 2004 Related tasks: E1, E2, E3, E4, E5, E6, E7


Knowledge of allergies, at what temperatures wax is used, direction of growth of hair.


Cotton wool, Talcum powder, waxing strips, wax heater, spatula, trolley, stool, dust bin





max. score #

assessment criteria


1 Prepared work station

Wax, wax strip, cotton wool, powder 1

2 Prepared wax Molten in heater until semi liquid 1

3 Sanitized hands Washed, antiseptic applied 2

4 Cleaned area for testing

Cotton swabs or damp towel used 1

On hairless part of body 2

Followed instructions for timing 2

Towel used for wax removal 1

5 Applied wax for test

Irritation or redness not appeared 3


25

max. score #

assessment criteria


6 Advised client according to results.

Symptoms explained to client 2 2


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Written Test Items (SAMPLES)

Test Item Database Written (Theory) Test Item-sample no. 1



Code no.

Test Item type:

Short answer

Multiple choice

Generic Cause- Effect

Work-sequence

Matching item

√ Complexity level: C2

Date of OP: June 2004

Related tasks: I2, I4, I5, I7


Test Item Indicate the correct sequence for applying make up

Column A (chronology)

Column B (work steps) in wrong chronology order

1st A Shape brows and apply eye shadows

2nd B Conceal and apply foundation

3rd C Apply loose powder and chic colour

4th D Put holding spray for make up

5th E Drape and analyze model’s skin type

6th F Cleanse, tone and moisturize

7th G Identify facial features

8th H Draw lip line and apply lipstick

Key (answer) 1-E; 2-D; 3-G; 4-H; 5-A; 6-B; 7-C; 8-F


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Test Item Database Written (Theory) Test Item- sample no. 2



Code no.

Test Item type:

Short answer

Multiple choice


Work-sequence

Matching item



Related tasks: D8


Test Item Indicate the correct sequence when sanitizing manicuring tools



1st A Wipe tools with tissue

2nd B Collect tools

3rd C Remove tools from sanitizing agent

4th D Prepare sanitizing agent

5th E Place tools in a dry cabinet

6th F Rinse tools in water

7th G Wait for given time

8th H Apply fumigant

9th I Wash tools with soap and water

Key (answer) 1-B; 2-E; 3-D; 4-H; 5-C; 6-G; 7-A; 8-I; 9-F


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Competence level:

Code no.

Test Item type:

Short answer

Multiple choice


Work-sequence

Matching item

√ Complexity level:


Related tasks: F1, F2, F5, F9, F10, F11


Test Item Arrange the following statements of performing manicure in their work sequence order.



1st A Remove nail polish

2nd B Massage hands

3rd C Remove cuticles

4th D Apply gem with tweezers

5th E Remove oil from nail plate

6th F Sanitize hands

7th G Apply nail polish

8th H Apply adhesive on chosen area

9th I Apply small amount of pressure

10th J Apply generous amount of topcoat

Key (answer) 1-B; 2-D; 3-C; 4-H; 5-E; 6-A; 7-F; 8-G; 9-I; 10-J


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Code no.

Test Item type:

Short answer √

Multiple choice


Work-sequence

Matching item

Complexity level: C1


Related tasks: G6, G9


Test Item

Apart from using steamer to open face pores, what

else can be used?

Answer spaces (i) …………………………………………………………

Expected key (answers)

(i) Toner


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Code no.

Test Item type:

Short answer √

Multiple choice


Work-sequence

Matching item



Related tasks: G3, G4, G5, G6, G8, G9


Test Item

Facial treatments are usually done to improve skin

conditions like oily, dry and combination. Why is it

necessary for a person with normal skin to have the

treatment?

Answer spaces (i) ………………………………………………………

(ii) ………………………………………………………


(i) To maintain the PH (acidity and alkalinity) levels of the skin

(ii) To enhance a radiant, fresh healthy looking skin.


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Test Item Database Written (Theory) Test Item- sample no.6



Code no.

Test Item type:

Short answer √

Multiple choice


Work-sequence

Matching item



Related tasks: G3


Test Item

Apart from neutralizing the cleansing effect and

contracting the skin, give two other uses of an

astringent.

Answer spaces (i) …………………………………………………………

(ii) …………………………………………………………


(i) To balance the PH (ii) To close the pores


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Code no.

Test Item type:

Short answer

Multiple choice √


Work-sequence

Matching item

Complexity level:


Related tasks: G2

Time allocation: 1 minute

Test Item What is the purpose of cleanser in a facial treatment?

Distractors and correct answer

A. Takes off oil

B. Relaxes the nerves

C. Circulates the blood

D. Softens the skin

Key (answer) A


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Code no.

Test Item type:

Short answer

Multiple choice √


Work-sequence

Matching item



Related tasks: F2, F3, F6


Test Item What part of the nail contains the nerve and blood supply?


A. Matrix

B. Root

C. Bed

D. Wall

Key (answer) A


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Code no.

Test Item type:

Short answer

Multiple choice √


Work-sequence

Matching item



Related tasks: F10


Test Item What was the cause of vanished chipping after an application of nail coloring?


A. Light nail color

B. Base coat left out

C. Old polish removed

D. Top coat unapplied

Key (answer) D


35



Competence level:

Code no.

Test Item type:

Short answer

Multiple choice


Work-sequence

Matching item

√ Complexity level:


Related tasks: D8


Test Item Match the following specific uses to corresponding products.

Column A (Products) Column B (Uses)

A Cleanser 1 Removes make up

B Toner 2 Balances PH

C Moisturizer 3 Smoothens skin

4 Destroys microbes

5 Calms skin irritation

Key (answer) A-1; B-2; C-3


36

Test Item Database Written (Theory) Test Item- sample no.11



Code no.

Test Item type:

Short answer

Multiple choice


Work-sequence

Matching item



Related tasks: F3, F5, F10, F11


Test Item Match the following nail disorders to their most appropriate remedy.

Column A (Nail disorders) Column B (Remedy)

A Ingrown nail 1 Apply nail polish

B Hung nails 2 Trim with cuticle cutters

C Discolored nails 3 Remove ridges

4 File nails

5 Trim nail margins



37




Code no.

Test Item type:

Short answer

Multiple choice


Work-sequence

Matching item



Related tasks: F3, F5


Test Item Match the tools used to the most typical manicure process.

Column A (Tools) Column B (Manicure Process)

A Orange stick 1 Shape nails

B Emery board 2 Remove ridges

C Charmoise buffer 3 Remove cuticles

4 Stimulate blood circulation

5 Destroys microbes



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Test Item Database Written (Theory) Test Item- no. 13



Code no.

Test Item type:

Short answer

Multiple choice √


Work-sequence

Matching item



Related tasks: G6


Test Item

Arrange the following statements in a cause and effect order. 1. Comedons squeezed out 2. Swellings appeared 3. Steaming not performed


A. 3-2-1 B. 2-1-3 C. 3-1-2 D. 1-2-3

Key (answer) C


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Code no.

Test Item type:

Short answer

Multiple choice √


Work-sequence

Matching item



Related tasks: F10


Test Item

Arrange the following statements in a cause and effect order. 1. Vanishing performed 2. Base coat left out 3. Nails stained


A. 3-2-1 B. 1-3-2 C. 2-1-3 D. 1-2-3

Key (answer) D


40




Code no.

Test Item type:

Short answer

Multiple choice √


Work-sequence

Matching item



Related tasks: F11


Test Item

Arrange the following statements in a cause and effect order. 1. Infection occurred 2. Nail came off nail bed 3. Excessive pressure on matrix bed


A. 3-2-1 B. 3-1-2 C. 1-3-2 D. 2-3-1

Key (answer) A


41

3.0 ATP-PART III

Training Modules for BEAUTICIAN 3.1 A curriculum is a “guide / plan for teaching and learning” which

provides a guide to teachers, instructors and learners. In the envisaged system of competence-based or outcome-oriented education and training (CBET), Curricula are no longer the benchmark against which assessment is conducted. It is rather the Occupational Profile and the related Test Items that provide the benchmark for assessment as well as for Curriculum development.

3.2 This modular format of the curriculum allows learners of Beautician

to acquire job specific skills and knowledge (i.e. competencies) module by module. A single module can be accomplished within a relatively short duration of time allowing learners to move directly into an entry level job, do further modules and advance to higher levels of training. Modular courses allow more learners to access the training system because training centres as well as companies can accommodate more students in a given period of time.

3.3 The modules were developed jointly by both instructors from training

centres and job practitioners. They were developed using the Occupational Profile as a reference point and taking into account the specifications of training and learning outcomes in the form of Test Items described in Part II.

3.4 The modules contain “Learning-Working Assignments” (LWAs) and

related “Practical Exercises” (PEXs) as key elements.

LWAs are simulated or real job situations / assignments that are suitable for learning in a training environment (e.g. “small projects”). In a working environment, LWAs are real work situations. PEXs are therefore sub-sets of a LWA.

3.5 In principle, and following the philosophy of Competence-Based

Education and Training (CBET), the modules can be used as a guide for learning in a training centre or at the work place; or combinations of both.


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OVERVIEW OF MODULES

Code Module Title Average duration

B-M1 Performing supportive tasks 4 weeks

B-M2 Performing manicure and pedicure 6 weeks

B-M3 Providing massage services 7 weeks

B-M4 Offering and performing facial treatment and application of make-up

4 weeks

B-M5 Removing unwanted hair 2 weeks

B-M6 Performing clerical tasks of a beauty parlour

2 weeks

25 weeks

Information on the average duration of training should be understood as a guideline. Quick learners may need less time than indicated, slow learners more. A module should be completed if the leaner is able to perform a representative selection of assignments given in the performance and written test items.


43

MODULES

Module title Performing supportive tasks

Related Qualification Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) /

Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN)

Code Beautician M1

Level of competence 1

Module purpose After completing this training module, learners will be able to perform tasks that support the work of qualified beauticians in beauty parlours, and will be able to deal with critical customer behaviour.

Learning-Working Assignments (LWA)

LWA 1: Make basic contributions to the preparation of treatments and maintenance of equipment.

LWA 2: Deal with critical customer behaviour (see Special Notes below).

Related Practical Exercises (PEX)

LWA 1: Make basic contributions to the preparation of treatments and maintenance of equipment

PEX 1: Clean up and prepare work stations.

PEX 2: Prepare massage oil, drape client and lay facial bed.

PEX 3: Sanitise pedicure and manicure equipment.

LWA 2: Deal with critical customer behaviour

PEX 4: React to complaints caused by misunderstandings (see Special Notes on page 44).

PEX 5: React to rude or/and abusive customers (see Special Notes on page 44).


44

Occupational health and safety

Precautions, rules and regulations on occupational health, safety and environmental protection, included in the related knowledge listings as well as in test items, be observed and demonstrated during LWA and PEX.

Pre-requisite modules none

Related knowledge/ theory


a. Explain the rational of fire protection and its implementation procedures.

b. Describe effects of poor ventilation and lighting on quality of services and safety.

c. Relate infections and client reactions to un-sanitised implements and equipment.

d. Compare the effects of lack of maintenance of work quality and safety.

e. Distinguish current, voltage, and power and their effects.

f. Describe parlor-related human safety precautions for electrical equipment.

g. Distinguish electric parlor equipment and its maintenance.

Basic anatomy

h. Explain body systems – skeleton, muscular, circulatory, nervous, secretory, excretory.

i. Explain the principle of reactions of the body to infections and injuries.

Psychology

j. Give examples for application of psychology of customer treatment.

k. Relate typical situations to their effects on customer grooming and parlor image.

l. Explain the background of client treatment in critical situations.


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Average duration of learning

4 weeks (including 40 hours related instructions)

[to be reviewed: draft is contradictory on this duration]

Suggestions on organization of learning

The acquisition of competencies (skills, knowledge, attitudes) described in this module may take place:

A. On the job (in a beauty parlour) with related learning of theory through off-the-job instructions (e.g. during evenings or weekends at training centres)

Or:

B. At a training centre only, provided that all equipment and materials specified below are in place.

Assessment Assessment to be conducted according to established regulations under the guidance of the relevant body. Assessment of competencies to be done by using related Practical and Written Test Items of the Test Item Bank (refer to Part II of this ATP for samples).

Required tools and equipment

Cabinet sanitizer/ultra-violet ray sanitizer; Wet sanitizer tar; Forceps/tongs; Dust bin; Fire extinguisher; Electric dryer; Shaving face steamer; Foot spa; Hair clipper; Steriliser.

Required materials and consumables

Cotton wool; Disinfectant (e.g. QUATS); Water (warm); Tissue box; 0il.

Special notes Being able to deal appropriately with critical customer behaviour is crucial for the occupational performance of beauticians. Typical situational settings in which beautician have to react appropriately are given below. Such situational settings can be simulated to train the social competencies required, preferably through role plays.


46

Typical settings:

1. Misunderstandings due to:

• Types of treatment / products not sufficiently explained or justified.

• Client’s expectations not clearly understood.

• Price hikes not sufficiently agreed in advance.

2. Rude or/and abusive customers (C), e.g.:

• C know everything better about treatment, are never satisfied.

• C comparing present treatment with previous ones by other beauticians.

• C coming late but expecting immediate treatment.

• C abusing trainee, gossiping, in bad mood.

• C’s children behaving naughty but receive full protection.


47

Module title Performing manicure and pedicure services

Related Qualification Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN)


Code Beautician M2


Module purpose After completing this training module, learners will be able to perform manicure and pedicure services of different kind to clients in beauty parlours.


LWA 1: Apply manicure and pedicure services as requested / specified by a client.


LWA 1: Apply manicure and pedicure services as requested / specified by a client.

PEX 1: Perform pedicure.

PEX 2: Perform manicure.

PEX 3: Perform manicure with French finish.

PEX 4: Perform hot oil manicure.

PEX 5: Apply artificial nails.

PEX 6: Mend split and broken nails.


48



Pre-requisite modules M1


Occupational theory

a. Describe structure of nails and reasons for care.

b. Distinguish disorders and diseases of nails, their spreading patterns.

c. Compare types and shapes of nails, effects on treatment, related materials.

d. Give reasons for use of different types of hardeners.

e. Distinguish between types of pedicure/manicure, typical use and features

f. Compare conditioners, their effects, typical use.

g. Compare causes and prevention of sore cuticles, hang nails.

Basic chemistry

h. Describe composition and properties of cosmetics and their effect on the body system.

i. Explain effects of mixing and diluting on the body.

j. Compare features of acidity and alkalinity of cosmetics and effects on pores and skin.


49

k. Explain chemical and biological background of sanitising implements and equipment.

l. Compare effects of diluted and excessive mixtures of chemical agents.


6 weeks (including 20 hours of theory)

[to be reviewed with regard to learning on the job and learning in a training centre]




Or:


Assessment Assessment to be conducted according to established regulations under the guidance of the relevant body. Assessment of competencies to be done by using related Practical and Written Test Items of the Test Item Bank (refer to Part II of this ATP for samples labelled related Duty/Task “F”).


Towel, emery boards, foot spar, nail nippers, Ottoman basin, scissors, foot massager, foot scrubber, Pumice stone, finger bowl, buffer, cuticle pushers, finger brush, orange stick, nail file, separators, cuticle scissors, clipper, manicure table, adjustable lamp, manicurist chair, clients chair, cushion, nail cutter, spatula, tweezers, dust bin, electric oil heater, hot oil machine, tissue box.


50


Antiseptic solution, cuticle cream, foot powder, foot oil, water, foot scrub, Polish remover, nail polish, base coat and foot coat, lotion, antiseptic soap, cotton, white nail cream, Massage oil, hot oil, nail strengtheners, drying spray, Buffing cream, Cuticle cream/solvent, remover (no Acetone), nail glue, artificial nails, Fibre glass/silk wrap/Acrylic powder, Activator, Nail bandage, paper.

Special notes None.


51

Module title Providing massage services

Related Qualification Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN)


Code Beautician M3


Module purpose After completing this training module, learners will be able to provide massage services of different types to clients in beauty parlours.


LWA 1: Provide massage services as requested and specified by a client.


LWA 1: Provide massage services as requested and specified by a client.

PEX 1: Give a hand and arm massage.

PEX 2: Give a massage treatment.

PEX 3: Carry out Swedish massage.

PEX 4: Give a face, neck and shoulder massage

PEX 5: Carry out body massage.

PEX 6: Apply a reflexology massage on feet and hands.


52



Pre-requisite modules M1 and M2


Occupational theory

a. Describe skin build-up, cells, tissues, vessels and their reactions to pressure.

b. Relate the treatment to the limits for skin elasticity.

c. Describe effects of massage on body systems.

d. Explain reactions of the nervous system to different types of massage.

e. Relate the massage stroke directions to the blood circulation.

f. Analyse effects of massage/stroking in the wrong direction/with excessive pressure.

g. Compare basic manipulations (like effleurage, petrissage, friction, percussion, vibration, joint movements) and their physical effects.

h. Relate causes to sagging muscles and explain preventive measures.

i. Explain effects of impulses on sensitive spots of hand and foot on other parts of the body.

j. Relate features of electro therapy to typical use and problems.


53


7 weeks (including 20 hours of theory)





Or:


Assessment Assessment to be conducted according to established regulations under the guidance of the relevant body. Assessment of competencies to be done by using related Practical and Written Test Items of the Test Item Bank (refer to Part II of this ATP for samples labelled related Duty/Task “H”).


Table, chairs, cushion, trolley, massage couch, hangers, mirrors, towels, gloves, apron, sheets, clients gown, head band , facial bed, spatula, dust bin, Eye pads, Tissue box, Bowl.


Massage oil/cream, warm water, tissues, antiseptic soap, essential oil, soothing oil, cotton wool, powder; liquid soap, cleanser, toner, moisturizer, Mask, Scrub (body scrub).

Special notes None.


54

Module title Offering and performing facial treatment and application of make up



Code Beautician M4


Module purpose After completing this training module, learners will be able to perform facial treatments of different types and apply make up to clients in beauty parlours.


LWA 1: Offer and provide facial treatment and apply make up services as requested and specified by a client.


LWA 1: Offer and provide facial treatment and apply make up services as requested and specified by a client.

PEX 1: Offer and provide facial treatment.

PEX 2: Offer and carry out herbal facial treatment.

PEX 3: Offer and provide advanced facial treatment.

PEX 4: Apply make up.

PEX 5: Perform eyebrow shaping.

PEX 6: Apply false eye lashes.


55



Pre-requisite modules M1, M2, M3

Related knowledge/ theory Occupational theory

a. Analyse skin types, their features and typical disorders.

b. Relate prevention and treatment to common skin disorders and skin types.

c. Distinguish between medical and cosmetic treatment of common skin allergies.

d. Describe the effects of acids and solvents on cosmetics used for face and body.

e. Explain effects of wrong mixture of essence on the body.

f. Analyse facial features and relate them to appropriate treatment.

g. Compare skin reactions to various cosmetics and soothing oil.

h. Give reasons for applying corrective make up for lips and eyebrows.

i. Compare composition of cosmetics used in facial treatment.

j. Explain why different shades of make up are applied.

k. Describe effects and symptoms of over-scrubbing.

l. Give reasons for using make up for eyes and eyebrows.

m. Describe special features of cosmetic chemistry in facial treatment.

n. Explain why mask can cause wrinkles when applied around eyes.

o. Relate excessive use of oil to increase of acne.


56


4 weeks (including 30 hours of occupational theory)





Or:


Assessment Assessment to be conducted according to established regulations under the guidance of the relevant body. Assessment of competencies to be done by using related Practical and Written Test Items of the Test Item Bank (refer to Part II of this ATP for samples labelled related Duty/Task “G” and “I).

Required tools/ equipment/implements

Towels, sheets, bowels, head band, facial steamer, comedone extractor, tweezers, spatula, facial bed, trolley, Trash bag/dust bin, magnifying glass, mask brush, mirrors, High frequency machine, apron, stools, eye brow brush; eye lash curler, scissors, wet sanitizer, supply tray.


57


Cleanser, mask, toners, moisturizer, scrub, Cotton/tissue, water, sponge, massage oil, fresh fruits, vegetables, honey, yogurt, oat meal; eggs; avocado, gauze, antiseptic soap, Foundation, mascara, talc powder, thread, eye shadows, check colour, eye liner, Concealer, face powder, Lip gloss/stick, cream, antiseptic lotion, astringent lotion, eye make up remover, strip eye lashes, eye pencil, adhesive strips.

Special notes None.


58

Module title Removing of unwanted hair



Code Beautician M5


Module purpose After completing this training module, learners will be able to remove unwanted hair with hot/cold wax and by shaving.


LWA 1: Remove unwanted hair upon request of the client.


LWA 1: Remove unwanted hair upon request of the client.

PEX 1: Remove unwanted hair with cold/hot wax.

PEX 2: Shave unwanted hair.



Pre-requisite modules M1, M2, M3,M4


59


a. Describe the anatomy of hair cells. b. Explain the effects of using cold or warm

wax and epilators on the skin. c. Describe the conditions for burned skin,

bumps, and bruises during hair removal. d. Relate effects (like inflammation) of

inappropriate hair removal to their causes.







Or:


Assessment Assessment to be conducted according to established regulations under the guidance of the relevant body. Assessment of competencies to be done by using related Practical and Written Test Items of the Test Item Bank (refer to Part II of this ATP for samples labelled related Duty/Task “E”).


Wax heater, spatula, towels, trolley, stools, dust bin, blades, and cotton wool.


Power soothing lotion, Wax, Tissue, Waxing strips, Shaving cream, After shave, Antiseptic.

Special notes None.


60

Module title Performing clerical tasks of a beauty parlour



Code Beautician M6


Module purpose After completing this training module, learners will be able to perform all routine clerical tasks pertaining to a beauty parlour.


LWA 1: Perform clerical tasks


LWA 1: Perform clerical tasks

PEX 1: Fill in record cards for the different purposes.

PEX 2: Update and store records.

PEX 3: Advertise beauty parlour.

PEX4: Co-ordinate parlour activities.



Pre-requisite modules M1, M2, M3, M4, M5, M6


61


a. Clarify clerical structure of saloon business pertaining to purchase and sales.

b. Compare typical clerical tasks in a parlor.

c. Explain why record systems are needed for enhanced transparency and accountability.

d. Demonstrate the correction of a faulty bookkeeping entry.

e. Give examples for cost calculations for services and product sales.

f. Describe typical business operation regulations which apply to beauty parlors.

g. Differentiate between different types of advertising in terms of use, effects, costs.







Or:



62

Assessment Assessment to be conducted according to established regulations under the guidance of the relevant body. Assessment of competencies to be done by using related Practical and Written Test Items of the Test Item Bank (refer to Part II of this ATP for samples labelled related Duty/Task “A”, “B” and “C”).


All equipment like: Cash box, Personal Computer, Telephone, Advertising posters.


Record forms, customer books, Accounting materials/forms.

Special notes None.


63

NOTES

UVQF, ATP Beautician.doc

Documents

score process

remove unwanted

critical customer

test item

btvet advisory

test item

written test

related practical