UVQF, ATP Beautician

THE REPUBLIC OF UGANDA Ministry of Education and Sports
Department of Business, Technical and Vocational Education and Training
Assessment and Training Package for BEAUTICIAN LEVELS LEVELS 1 & 2

(First Edition)
OCTOBER 2006
Developed by: Supported by:
Assessment and Training Package for BEAUTICIAN LEVEL 1 & 2, 1 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 : uvqfsecretariat@yahoo.com 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 countrys 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 ATP BAB BTVET CBET DED DIT GTZ ITA ITC kfW LWA MC MoES OP PEVOT PEX PTI RPL TIB UPE UVQ UVQF WTI Assessment & Certification Assessment & Training Packages BTVET Advisory Board Business, Technical and Vocational Education and Training Competency Based Education and Training German Development Services Directorate of Industrial Training German Technical Co-operation/Deutsche Gesellschaft fr Technische Zusammenarbeit Industrial Training Act Industrial Training Council German Bank for Reconstruction Learning-Working Assignment Modular Curriculum Ministry of Education and Sports Occupational Profile Promotion of Employment Oriented Vocational and Technical Training Practical Exercise Performance (Practical) Test Item Recognition of Prior Learning Test Item Bank Universal Primary Education Uganda Vocational Qualification Uganda Vocational Qualifications Framework 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 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. (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).
Certification
Competence / CBET
Learning-Working LWA are simulated or real job situations / Assignment (LWA) 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. An Occupational Profile is an overview of the duties and tasks a job incumbent is expected to perform competently in employment. 6
Occupational Profile (OP)
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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. 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)
Task
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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. 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. 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. 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. 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.
0.2
0.3
0.4
0.5
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 onthe-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. 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. 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.
1.2
1.3
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 THE REPUBLIC OF UGANDA Ministry of Education and Sports
Department of Business, Technical and Training Vocational Education and Training (BTVET)
Occupational Profile of a BEAUTICIAN

[Level 1 & 2] June 2004
Development workshop conducted 15th -16th June 2004
Co-ordinators
Joshua Kunya Uganda Vocational Qualifications Framework Secretariat (UVQF-S) Richard Mugisa Uganda Vocational Qualifications Framework Secretariat (UVQF-S)
Facilitators
Deborah Asikeit GTZ-PEVOT Maxwell C. Kamanyire GTZ- PEVOT
by Uganda Vocational Qualifications Framework Secretariat (UVQF-S)
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DUTIES AND Tasks

A. COMMUNICATE
A1 Advertise salon A5 Attend to complaints A2 Receive client A6 Contact clients A3 Consult client A7 Coordinate work A4 Give instructions
B. MAINTAIN RECORDS
B1 Record appointments B5 Keep inventory B2 Fill client consultation cards B6 Record stock B3 Keep address book B7 Store records B4 Update records
C. MAINTAIN BEAUTY PARLOUR

C1 Prepare work area C2 Maintain sanitation C3 Observe professional rules and regulations C7 Replenish stock C4 Maintain standard of beauty parlour C8 Update beauty skills
C5 Maintain clientele
C6 Maintain equipment
D. ENSURE SAFETY AND HYGIENE

D1 Wear protective gear D5 Promote health awareness D2 Drape client D3 Observe manufacturers directions D7 Observe electricity precautions D4 Administer first aid D8 Sterilize equipment
D6 Observe health precaution
E. REMOVE UNWANTED HAIR

E1 Clean body part to be worked upon E5 Remove depletory product E2 Take a patch test E3 Apply powder on body part to be waxed E7 Apply soothing lotion E4 Apply depilatory product
E6 Clean off depletory product
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F. PERFORM MANUCURES AND PEDICURES

F1 Sanitize hands/feet F5 Trim cuticles F2 Remove nail polish F6 Clean nails F3 Shape nails F4 Soften cuticles
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 H5 Uncover area to be massaged H2 Prepare massage oil H6 Perform massage manipulations H3 Ensure privacy of client H7 Remove excess oils H4 Position client
I. APPLY MAKE UP
I1 Perform a CTM (cleanse, tone and massage) I5 Apply translucent powder I2 Shape eyebrows I3 Cover uneven pigmentation I7 Perform finishing I4 Apply foundation
I6 Contour face
Level 1 Tasks Level 2 Tasks
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Additional Information
Generic Knowledge & Skills 1. 2. 3. 4. Knowledge of allergies Knowledge of skin types Massage types 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. Towels Cotton wool Nail vanish Nail polish remover Massage oil/ cream Base coat Top coat Drying spray Nail strengtheners Buffing cream Pumice powder Antiseptic soaps Disinfectants Nail whiteners Manicure set Nail arts Tissue Box Cleansers Eye brow pencils Mascara Foundation Masks Gauze Facial sponge Eye pads Essential oils Head bands Nail glue Artificial nails Talcum powder Soothing lotion Waxing strips Threads Aprons Gloves Eye shadows Brushes/ Cheek colour Eye liners Concealers
39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73.
Lip colour Manicuring table Manicurist table Emery boards Stools Cuticle scissor Nail cutter Orange stick Nail brush Buffer Manicure bowel Foot spa/ basin Dustbin Repair kit Pumice stone Foot scrub Soap dish Corn remover Toe separators Facial steamers Facial bed Mask brushes Sanitizers Trolley Mirrors Massage couch Hangers Wax heater Electrolysis Machine Magnifying lamp Extractors Tweezers Spatulas Saucers 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. Assessment of occupational competence should comprise both practical (performance) testing and written (theory/knowledge) testing. 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. 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. 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. The test items contained in the TIB may be used for continuous / formative assessment during the process of training as well as for 17
2.2
2.3
2.4
2.5
2.7
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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. Overview of Test Item samples included This document contains the following types of Test Item samples: No. 1. 2. 3. 4. 5. 6. Type of Test Item
Performance (Practical) Test Items Written (Theory)- Matching items (Work sequence) Written (Theory)- Short Answer Written (Theory)-Multiple Choice- generic Written (Theory)- Matching item Generic Written (Theory)- Multiple Choice Cause/ Effect
2.9
Number included 3 3 3 3 3 3
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Performance Test Items (SAMPLES)

Test Item Database Performance Test Item- no.1
Occupational Title: Competence level: Code no. Test Item: Complexity level: Date of OP: Related tasks: Related skills and knowledge: Required tools, materials and equipment: Time allocation: Preferred venue: Remarks for candidates Remarks for assessors
BEAUTICIAN Level 1 Remove hair using cold wax P1 June 2004 D1, D2, E1, E2, E3, E4, E5, E6, E7 Knowledge about allergies, waxing direction, quantities of wax used, knowledge about hair, designing skills Wax strips, soothing lotion, stools, trolley 45 minutes Beauty parlour
assessment criteria
scoring guide
max. score process result
1 Work station set Wax, soothing lotion, strips, cotton,

stool
1 1 1 1 3 2
2 Client 3 4
positioned Body part to be worked upon cleaned Applied wax and removed hair
Client being asked for comfort Wet towel used Taken directly from tube/from tin with spatula Strip used to press firmly
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assessment criteria
scoring guide
Skin held tight with one hand Strip pulled against hair direction Removed remaining wax Applied soothing lotion Cleaned up work place
2 1 2 2 1
5 6 7
Dry tissue/towel used After wax lotion used Cotton disposed, towels washed, area sanitized
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Test Item Database Performance Test Item- no. 2

Occupational Title: Competence level: Code no. Test Item: Complexity level: Date of OP: Related tasks: Related skills and knowledge:
BEAUTICIAN Level 1 Apply make up P1 June 2004 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. 30 minutes Beauty parlour
Required tools, materials and equipment:
Time allocation: Preferred venue: Remarks for candidates Remarks for assessors
assessment criteria
scoring guide
Products and materials arranged Applied make up
Set mirror in position Brushes, applicators and make-up put on trolley Protective gear put on Apron put on with front pockets Client draped Protected clients hair with head scarf Client relaxed in sitting position 21
1 1 1 2 2
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assessment criteria
scoring guide
Skin type analyzed Took patch test Cleansed and masked face for 8 minutes Test applied back side of the neck Remains removed using wet cotton wool Face and neck cleansed Minimum time of cleansing was 3 minutes Used damp cotton Circular upward movements applied Face and neck toned Covered eye area Waited 4 minutes for toner to dry into skin Face, neck and upper chest area moisturized Finger cushions used Caused no pain to client Upward movements applied Facial features analyzed Marked the shape of the lips Lined up the eye brows Eyebrows shaped Used tweezers to pull out brows Used toner after tweezing Face and neck concealed Covered dark spots Used finger cushions Used tapping actions Foundation applied Put all over face Skin colour matching foundation applied Covered concealed areas 22
3 3
1 1
1 1
1 2
1 2 1 1
2 3
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assessment criteria
scoring guide
Put on neck and upper chest area as well Eye shadows applied Eyes out lined with eye liner Matching colours applied Used applicators for shadows Mascara put on eye lashes Lip line drew Used lip liner Colour matched eye liner Lip stick applied Lip saver put before lip stick Lip gloss put after lip stick Loose powder applied Used facial brush Skin colour matched with loose powder Cheek colour applied only around the cheek bones Held spray gum from a distance (3ft away)
1 1 1 1 1 2 2 1 2 2 1 3
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Test Item Database Performance Test Item- no. 3

Occupational Title: Competence level: Code no. Test Item: Complexity level: Date of OP: Related tasks: Related skills and knowledge: Required tools, materials and equipment: Time allocation: Preferred venue: Remarks for candidates Remarks for assessors
BEAUTICIAN Level 1 Give a patch test for waxing P1 June 2004
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 15 minutes Beauty parlour
assessment criteria
scoring guide
Prepared work station Prepared wax
Wax, wax strip, cotton wool, powder Molten in heater until semi liquid Washed, antiseptic applied Cotton swabs or damp towel used On hairless part of body Followed instructions for timing Towel used for wax removal Irritation or redness not appeared 24
1 1 2 1 2 2 1 3
3 Sanitized hands 4 Cleaned area 5

for testing Applied wax for test
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assessment criteria
scoring guide
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
Occupational Title: BEAUTICIAN Competence level: Code no.
Level 1 Short answer Multiple choice
Test Item type:
Matching item C2 June 2004 I2, I4, I5, I7 5 minutes
Generic
CauseEffect
Worksequence
Complexity level: Date of OP: Related tasks: Time allocation:
Test Item
Indicate the correct sequence for applying make up
Column A Column B (work steps) in wrong chronology order (chronology)
1st 2nd 3rd 4th 5

th
A B C D E F G H
Shape brows and apply eye shadows Conceal and apply foundation Apply loose powder and chic colour Put holding spray for make up Drape and analyze models skin type Cleanse, tone and moisturize Identify facial features Draw lip line and apply lipstick 1-E; 2-D; 3-G; 4-H; 5-A; 6-B; 7-C; 8-F
6th
7th 8th
Key (answer)
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Test Item Database Written (Theory) Test Item- sample no. 2

Test Item type:
Matching item C2 June 2004 D8 5 minutes
Generic
CauseEffect
Worksequence
Test Item
Indicate the correct sequence when sanitizing manicuring tools
1st 2nd 3
rd
A B C D E F G H I
Wipe tools with tissue Collect tools Remove tools from sanitizing agent Prepare sanitizing agent Place tools in a dry cabinet Rinse tools in water Wait for given time Apply fumigant Wash tools with soap and water 1-B; 2-E; 3-D; 4-H; 5-C; 6-G; 7-A; 8-I; 9-F
4th 5
th
6th
7th 8th 9th

Key (answer)
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Short answer Multiple choice

Test Item type:
Matching item
Generic
CauseEffect
Worksequence
June 2004 F1, F2, F5, F9, F10, F11 5 minutes Arrange the following statements of performing manicure in their work sequence order.
Test Item
1st 2nd 3rd 4th 5th
A B C D E F G H I J
Remove nail polish Massage hands Remove cuticles Apply gem with tweezers Remove oil from nail plate Sanitize hands Apply nail polish Apply adhesive on chosen area Apply small amount of pressure Apply generous amount of topcoat
6th 7th 8th 9th 10th

Key (answer)
1-B; 2-D; 3-C; 4-H; 5-E; 6-A; 7-F; 8-G; 9-I; 10-J 28
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Level 1 Short answer Multiple choice CauseEffect Worksequence
Test Item type:
Matching item C1 June 2004 G6, G9 2 minutes
Generic
Apart from using steamer to open face pores, what

Test Item
else can be used?
Answer spaces
(i)
Expected key (answers)
(i)
Toner
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Test Item type:
Matching item C2 June 2004
Generic
G3, G4, G5, G6, G8, G9 2 minutes Facial treatments are usually done to improve skin conditions like oily, dry and combination. Why is it
Test Item
necessary for a person with normal skin to have the treatment?
Answer spaces
(i) (ii)
(i)
(ii)
To maintain the PH (acidity and alkalinity) levels of the skin To enhance a radiant, fresh healthy looking skin.
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Test Item Database Written (Theory) Test Item- sample no.6

Test Item type:
Matching item C1 June 2004 G3 2 minutes
Generic
Apart from neutralizing the cleansing effect and

Test Item
contracting the skin, give two other uses of an astringent.
Answer spaces
(i) (ii)
(i) (ii)
To balance the PH To close the pores
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Test Item type:
Matching item
Generic
CauseEffect
Worksequence
June 2004 G2 1 minute
Test Item
What is the purpose of cleanser in a facial treatment?
Distractors and correct answer
A. B. C. D.
Takes off oil Relaxes the nerves Circulates the blood Softens the skin
Key (answer)
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Test Item type:
Matching item C1 June 2004 F2, F3, F6 1 minute
Generic
CauseEffect
Worksequence
Test Item
What part of the nail contains the nerve and blood supply?
A. B. C. D.
Matrix Root Bed Wall
Key (answer)
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Test Item type:
Matching item C3 June 2004 F10 1 minute
Generic
CauseEffect
Worksequence
Test Item
What was the cause of vanished chipping after an application of nail coloring?
A. B. C. D.
Light nail color Base coat left out Old polish removed Top coat unapplied
Key (answer)
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Short answer Multiple choice

Test Item type:
Matching item
Generic
CauseEffect
Worksequence
June 2004 D8 5 minutes Match the following specific uses to corresponding products.
Column B (Uses)
Test Item
Column A (Products)
A B C
Cleanser Toner Moisturizer
1 2 3 4 5
Removes make up Balances PH Smoothens skin Destroys microbes Calms skin irritation
Key (answer)
A-1; B-2; C-3
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Test Item Database Written (Theory) Test Item- sample no.11

Test Item type:
Matching item C3 June 2004 F3, F5, F10, F11 5 minutes
Generic
CauseEffect
Worksequence
Test Item
Match the following nail disorders to their most appropriate remedy.

Column B (Remedy)
Column A (Nail disorders)
A B C
Ingrown nail Hung nails Discolored nails
1 2 3 4 5
Apply nail polish Trim with cuticle cutters Remove ridges File nails Trim nail margins
Key (answer)
A-5; B-2; C-1
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Test Item type:
Matching item C1 June 2004 F3, F5 5 minutes
Generic
CauseEffect
Worksequence
Test Item
Match the tools used to the most typical manicure process.

Column B (Manicure Process)
Column A (Tools)
A B C
Orange stick Emery board Charmoise buffer
1 2 3 4 5
Shape nails Remove ridges Remove cuticles Stimulate blood circulation Destroys microbes
Key (answer)
A-3; B-1; C-2
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Test Item Database Written (Theory) Test Item- no. 13

Test Item type:
Matching item C3 June 2004 G6 3 minutes
Generic
CauseEffect
Worksequence
Arrange the following statements in a cause and effect order.

Test Item
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)
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Test Item type:
Matching item C3 June 2004 F10 3 minutes
Generic
CauseEffect
Worksequence

Test Item
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)
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Test Item type:
Matching item C3 June 2004 F11 3 minutes
Generic
CauseEffect
Worksequence

Test Item
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)
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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. 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. 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. 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.
3.2
3.3
3.4
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OVERVIEW OF MODULES
Code B-M1 B-M2 B-M3 B-M4
Module Title Performing supportive tasks Performing manicure and pedicure Providing massage services Offering and performing facial treatment and application of makeup Removing unwanted hair Performing clerical tasks of a beauty parlour
Average duration 4 weeks 6 weeks 7 weeks 4 weeks
B-M5 B-M6
2 weeks 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.
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MODULES
Module title Related Qualification Performing supportive tasks Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) / Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN) Code Level of competence Module purpose Beautician M1 1 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. 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). 43
Learning-Working Assignments (LWA)
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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. none Occupational health and safety 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. Give examples for application of psychology of customer treatment.
Pre-requisite modules Related knowledge/ theory
Psychology j.
k. Relate typical situations to their effects on customer grooming and parlor image. l. Explain the background of client treatment in critical situations. 44
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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). 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. Cotton wool; Disinfectant (e.g. QUATS); Water (warm); Tissue box; 0il. 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.
Required tools and equipment
Required materials and consumables Special notes
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Typical settings: 1. Misunderstandings due to: Types of treatment / products not sufficiently explained or justified. Clients expectations not clearly understood. Price hikes not sufficiently agreed in advance. 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. Cs children behaving naughty but receive full protection.
2. Rude or/and abusive customers (C), e.g.:
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Module title Related Qualification
Performing manicure and pedicure services Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN)
Code Level of competence Module purpose
Beautician M2 1 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.
Learning-Working Assignments (LWA) Related Practical Exercises (PEX)
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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. 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. j. Explain effects of mixing and diluting on the body. Compare features of acidity and alkalinity of cosmetics and effects on pores and skin.
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k. Explain chemical and biological background of sanitising implements and equipment. l. Average duration of learning 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] 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 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.
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Required materials and consumables
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. None.
Special notes
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Providing massage services Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN)
Beautician M3 1 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.
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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. 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. Relate features of electro therapy to typical use and problems.
j.
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7 weeks (including 20 hours of theory) [to be reviewed with regard to learning on the job and learning in a training centre] 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 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). None.
Special notes
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Offering and performing facial treatment and application of make up Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) / Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN)
Beautician M4 1 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.
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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. M1, M2, M3 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 overscrubbing. 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.
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4 weeks (including 30 hours of occupational theory) [to be reviewed with regard to learning on the job and learning in a training centre]
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). 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.
Required tools/ equipment/implements
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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. None.
Special notes
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Removing of unwanted hair Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) / Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN)
Beautician M5 1 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.
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. M1, M2, M3,M4
Pre-requisite modules
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Related knowledge/ theory
Occupational theory 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. 2 weeks (including 10 hours of occupational theory) [to be reviewed with regard to learning on the job and learning in a training centre]
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. None.
Required tools/ equipment/implements Required materials and consumables Special notes
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Performing clerical tasks of a beauty parlour Uganda Vocational Qualification 1 (UVQ 1) (BEAUTICIAN) / Uganda Intermediate Craft Certificate (UICC) (BEAUTICIAN)
Beautician M6 1 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.
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. M1, M2, M3, M4, M5, M6
Pre-requisite modules
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Related knowledge/ theory
Occupational theory a. b. c. d. e. f. g. Clarify clerical structure of saloon business pertaining to purchase and sales. Compare typical clerical tasks in a parlor. Explain why record systems are needed for enhanced transparency and accountability. Demonstrate the correction of a faulty bookkeeping entry. Give examples for cost calculations for services and product sales. Describe typical business operation regulations which apply to beauty parlors. Differentiate between different types of advertising in terms of use, effects, costs.
2 weeks (including 20 hours of occupational theory) [to be reviewed with regard to learning on the job and learning in a training centre]
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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. None.
Required tools/ equipment/implements Required materials and consumables Special notes
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NOTES
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THE REPUBLIC OF UGANDA Ministry of Education and Sports

Department of Business, Technical and Vocational Education and Training

Assessment and Training Package for BEAUTICIAN LEVELS LEVELS 1 & 2

Occupational Profile for BEAUTICIAN .................................................10 2.0 ATP-PART II................................................................................17

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

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

Abbreviations and Acronyms

Occupational Profile (OP)

Eng. Henry Francis Okinyal Commissioner, BTVET

Occupational Profile for BEAUTICIAN

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

Occupational Profile of a BEAUTICIAN

by Uganda Vocational Qualifications Framework Secretariat (UVQF-S)

DUTIES AND Tasks

C. MAINTAIN BEAUTY PARLOUR

D. ENSURE SAFETY AND HYGIENE

D6 Observe health precaution

E. REMOVE UNWANTED HAIR

E6 Clean off depletory product

F. PERFORM MANUCURES AND PEDICURES

F10 Apply nail polish

F11 Press-on nails

G. PERFORM FACIAL TREATMENT

G8 Apply facial mask

G10 Moisturize face

H. PROVIDE MASSAGE SERVICES

Level 1 Tasks Level 2 Tasks

Tools, Materials and Equipment

Future Trends and Concerns

Assessment Instruments for BEAUTICIAN

Performance Test Items (SAMPLES)

max. score process result

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

max. score process result

Test Item Database Performance Test Item- no. 2

Required tools, materials and equipment:

max. score process result

Products and materials arranged Applied make up

max. score process result

max. score process result

Test Item Database Performance Test Item- no. 3

BEAUTICIAN Level 1 Give a patch test for waxing P1 June 2004

E1, E2, E3, E4, E5, E6, E7

max. score process result

Prepared work station Prepared wax

3 Sanitized hands 4 Cleaned area 5

max. score process result

Symptoms explained to client 2 2

Written Test Items (SAMPLES)

Level 1 Short answer Multiple choice

Test Item type:

Matching item C2 June 2004 I2, I4, I5, I7 5 minutes

Complexity level: Date of OP: Related tasks: Time allocation:

Indicate the correct sequence for applying make up

Column A Column B (work steps) in wrong chronology order (chronology)

1st 2nd 3rd 4th 5

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

Level 1 Short answer Multiple choice

Test Item type:

Matching item C2 June 2004 D8 5 minutes

Complexity level: Date of OP: Related tasks: Time allocation:

Indicate the correct sequence when sanitizing manicuring tools