140409 vocational qualification in beauty care 20009
TRANSCRIPT
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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
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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 -
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE1
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.
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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
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OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE1
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.
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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.
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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
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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.
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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.
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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
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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.
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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-
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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.
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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.
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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
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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
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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
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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
Satisfactory 1 Good 2 Excellent 3Students or candidates
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.
TARGETS OFASSESSMENT
ASSESSMENT CRITERIA
3. Underpinningknowledge
Satisfactory 1 Good 2 Excellent 3Students or candidates
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
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE4
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
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TARGETS OFASSESSMENT
ASSESSMENT CRITERIA
4. Key competencesfor lifelong learning
Satisfactory 1 Good 2 Excellent 3Students or candidates
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
Health, safety andability to function
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.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE4
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
Students or candidates
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
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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 theworking process
Satisfactory 1 Good 2 Excellent 3Students or candidates
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.
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TARGETS OFASSESSMENT
ASSESSMENT CRITERIA
2. Mastering thework method,equipment and
material
Satisfactory 1 Good 2 Excellent 3Students or candidates
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
Health, safety andability to function
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.
TARGETS OFASSESSMENT
ASSESSMENT CRITERIA
3. Underpinningknowledge
Satisfactory 1 Good 2 Excellent 3Students or candidates
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
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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)
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE4
Health, safety andability to function
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.
TARGETS OFASSESSMENT
ASSESSMENT CRITERIA
4. Key competencesfor lifelong learning
Satisfactory 1 Good 2 Excellent 3Students or candidates
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
Health, safety andability to function
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.
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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
Students or candidates
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
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN BEAUTY CARE4
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
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 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
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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
Health, safety andability to function
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.
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TARGETS OFASSESSMENT
ASSESSMENT CRITERIA
2. Mastering thework method,equipment and
material
Satisfactory 1 Good 2 Excellent 3Students or candidates
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