LEARNING OUTCOME

BASED
VOCATIONAL CURRICULUM

JOB ROLE: Beauty Therapist

(QUALIFICATION PACK: Ref. Id. BWS/Q0102)

SECTOR: Beauty and Wellness

Classes 11 and 12

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under MHRD, Government of India)
Shyamla Hills, Bhopal- 462 013, M.P., India
http://www.psscive.ac.in
 LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Beauty Therapist

(QUALIFICATION PACK: Ref. Id. BWS/Q0102)
SECTOR: Beauty and Wellness

Classes 11 and 12

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 013, M.P., India
LEARNING OUTCOME BASED VOCATIONAL
CURRICULUM
Beauty and Wellness – Beauty Therapist

June, 2017

© PSSCIVE, 2017 PATRONS

http://www.psscive.ac.in Prof. Hrushikesh Senapaty, Ph.D.,

Director,
National Council of Educational Research
and Training (NCERT),
New Delhi

Prof. Rajesh Khambayat, Ph.D.,

Joint Director
PSS Central Institute of Vocational Education,
No part of this work may be reproduced, stored in Bhopal
a retrieval system, or transmitted in any form or by
any means, electronic, mechanical,
photocopying, microfilming, recording or
COURSE COORDINATOR
otherwise, without written permission from the
Prof. Vinay Swarup Mehrotra, D.Phil.,
Publisher, with the exception of any material
Head
supplied specifically for the purpose of being
Curriculum Development and Evaluation
used by the purchaser of the work.
Centre (CDEC) and NSQF Cell,
The views and opinions expressed in this
PSS Central Institute of Vocational Education,
Bhopal
publication are those of the contributors/ authors
and do not necessarily reflect the views and
policies of PSS Central Institute of Vocational
Education, Bhopal. The PSSCIVE does not
guarantee the accuracy of the data included in
this publication and accepts no responsibility for
any consequence of their use.

Published by:
Joint Director
PSS Central Institute of Vocational
Education, NCERT, Shyamla Hills,
Bhopal
FOREWORD

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a constituent
of the National Council of Educational Research and Training (NCERT) is spearheading the
efforts of developing learning outcome based curricula and courseware aimed at integrating
both vocational and general qualifications to open pathways of career progression for
students. It is a part of Centrally Sponsored Scheme of Vocationalisation of Secondary and
Higher Secondary Education (CSSVSHSE) launched by the Ministry of Human Resource
Development, Government of India in 2012. The PSS Central Institute of Vocational Education
(PSSCIVE) is developing curricula under the project approved by the Project Approval Board
(PAB) of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). The main purpose of the learning
outcome based curricula is to bring about the improvement in teaching-learning process and
working competences through learning outcomes embedded in the vocational subject.

It is a matter of great pleasure to introduce this learning outcome based curriculum as part of
the vocational training packages for the job role of Beauty Therapist. The curriculum has been
developed for the higher secondary students of vocational education and is aligned to the
National Occupation Standards (NOSs) of a job role identified and approved under the
National Skill Qualification Framework (NSQF).

The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific occupational
skills that meet employers’ immediate needs. The teaching process is to be performed through
the interactive sessions in classrooms, practical activities in laboratories and workshops,
projects, field visits, and professional experiences.

The curriculum has been developed and reviewed by a group of experts and their contributions
are greatly acknowledged. The utility of the curriculum will be adjudged by the qualitative
improvement that it brings about in teaching-learning. The feedback and suggestions on the
content by the teachers and other stakeholders will be of immense value to us in bringing about
further improvement in this document.

Hrushikesh Senapaty
Director
National Council of Education Research and Training

(i)
PREFACE

India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at
us to deliver sustainable growth and progress. To meet the growing expectations, India will
largely depend upon its young workforce. The much-discussed demographic dividend will bring
sustaining benefits only if this young workforce is skilled and its potential is channelized in the
right direction.

In order to fulfil the growing aspirations of our youth and the demand of skilled human resource,
the Ministry of Human Resource Development (MHRD), Government of India introduced the
revised Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary
Education that aims to provide for the diversification of educational opportunities so as to
enhance individual employability, reduce the mismatch between demand and supply of
skilled manpower and provide an alternative for those pursuing higher education. For
spearheading the scheme, the PSS Central Institute of Vocational Education (PSSCIVE) was
entrusted the responsibility to develop learning outcome based curricula, student workbooks,
teacher handbooks and e-learning materials for the job roles in various sectors, with growth
potential for employment.

The PSSCIVE firmly believes that the vocationalisation of education in the nation need to be
established on a strong footing of philosophical, cultural and sociological traditions and it
should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired professional,
managerial and communication skills to fulfil the needs of the society and the world of work. In
order to honour its commitment to the nation, the PSSSCIVE has initiated the work on
developing learning outcome based curricula with the involvement of faculty members and
leading experts in respective fields. It is being done through the concerted efforts of leading
academicians, professionals, policy makers, partner institutions, Vocational Education and
Training experts, industry representatives, and teachers. The expert group through a series of
consultations, working group meetings and use of reference materials develops a National
Curriculum. Currently, the Institute is working on developing curricula and courseware for over
100 job roles in various sectors.

We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, and valuable time and positively responding to our request for
development of curriculum. We are grateful to MHRD and NCERT for the financial support and
cooperation in realising the objective of providing learning outcome based modular curricula
and courseware to the States and other stakeholders under the PAB (Project Approval Board)
approved project of Rashtriya Madhyamik Shiskha Abhiyan (RMSA) of MHRD.

(ii)
Finally, for transforming the proposed curriculum design into a vibrant reality of implementation,
all the institutions involved in the delivery system shall have to come together with a firm
commitment and they should secure optimal community support. The success of this curriculum
depends upon its effective implementation and it is expected that the managers of vocational
education and training system, including subject teachers will make efforts to create better
facilities, develop linkages with the world of work and foster a conducive environment as per
the content of the curriculum document.

The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational education
and training system through the learner-centric curricula and courseware. We hope that this
document will prove useful in turning out more competent Indian workforce for the 21 st Century.

RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education

(iii)
ACKNOWLEDGEMENTS

On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are
grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development (MHRD),
Government of India for the financial support to the project for development of learning
outcome based curricula.

We are grateful to the Director, NCERT for his support and guidance. We also acknowledge the
contributions of our colleagues at the Technical Support Group of RMSA, MHRD, RMSA Cell at
the National Council of Educational Research and Training (NCERT), National Skill Development
Agency (NSDA), National Skill Development Corporation (NSDC) and Beauty and Wellness
Sector Skill Council for their academic support and cooperation.

We are grateful to the Course Coordinator Vinay Swarup Mehrotra for his untiring efforts and
contributions in the development of this learning outcome based curriculum. We also express
our gratitude to Vishakha Shrivastava, Centre for Research and Industrial Staff Performance,
Bhopal for reviewing the curriculum.

The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and Head,
Programme Planning and Monitoring Cell (PPMC) and Dipak Shudhalwar, Associate Professor,
Department of Engineering and Technology, PSSCIVE in the development of the curriculum for
employability skills are duly acknowledged.

The assistance provided by Sunita Koli, Computer Operator Grade III, Piyush Deorankar,
Computer Operator (on contract) and Ishrat Khan, Computer Operator (on contract) in typing
and composing of the material is duly acknowledged

PSSCIVE Team

(iv)
CONTENTS

S.No. Title Page No.

Foreword (i)
Preface (ii)
Acknowledgement (iv)
1. Course Overview 1
2. Scheme of Units 1
3. Teaching/Training Activities 3
4. Assessment and Certification 4
5. Unit Content CLASS 11
Part A Employability Skills
Unit 1: Communication Skills – III 6
Unit 2: Self-management Skills – III 7
Unit 3: Information and Communication 7
Technology Skills – III
Unit 4: Entrepreneurial Skills – III 9
Unit 5: Green Skills – III 10
Part B Vocational Skills
Unit 1: Introduction to Beauty & Wellness 10
Industry and Beauty Therapy
Unit 2: Skin Care Services 13
Unit 3: Manicure & Pedicure Services 13
Unit 4: Depilation Services 14
CLASS 12
Part A Employability Skills
Unit 1: Communication Skills – IV 15
Unit 2: Self-management Skills – IV 16
Unit 3: Information and Communication 17
Technology Skills – IV
Unit 4: Entrepreneurial Skills – IV 18
Unit 5: Green Skills – IV 18
Part B Vocational Skills
Unit 1: Make Up Services 19
Unit 2: Facial Beauty Services 21
Unit 3: Salon Reception Duties 21
Unit 4: Create a Positive Impression at 22
Workplace
6. Organisation of Field Visits 22
7. List of Equipment and Materials 23
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 31
9. List of Contributors 33
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

1. COURSE OVERVIEW

COURSE TITLE: Beauty and Wellness – Beauty Therapist

A Beauty Therapist needs to perform the beauty therapy and maintain hygiene and safety at
workplace. He/she should be knowledgeable about various beauty products and should be
able to perform depilation, manicure, pedicure and advanced face care services. He/ She
must be trained in the correct usage and handling to perform the skin treatments safely.

COURSE OUTCOMES: On completion of the course, students should be able to:

 Communicate effectively with the customers;

 To provide quality training to those seeking a career as professional beauty therapist,
makeup artist, hair stylist etc.
 To introduce the culture of safe, clean, healthy and pleasant environment at training
centres and workplaces; related to beauty salons.
 To enhance the economic opportunities for the Beautician graduates.
 To provide improved services to the ever increasing beautician cliental.
 To develop understanding of the basic principles, properties and application of various
types of cosmetics and their effect on the skin.
 To impart working knowledge of handling and care of the equipments and implements
used in Beauty Therapy.
 To train the students in the care and beautification of the body and hair.
 To impart basic knowledge of setting up and management of a beauty parlour, salon
and finishing school.
 To impart basic knowledge of profession ethics and attitude.

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: On completion of this course, a student can take up a course for a job role in
Beauty and Wellness.

COURSE DURATION: 600 hrs

Class 11: 300 hrs
Class 12: 300 hrs
________________________
Total : 600 hrs
________________________

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 1|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

2. SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours and
marks for Class 11 is as follows:

CLASS 11
No. of Hours for Max. Marks for
Units Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills – III 25
Unit 2: Self-management Skills – III 25
Unit 3: Information and Communication 20 10
Technology Skills – III
Unit 4: Entrepreneurial Skills – III 25
Unit 5: Green Skills – III 15
Total 110 10
Part B Vocational Skills
Unit 1: Introduction to Beauty & Wellness 35
Industry and Beauty Therapy
Unit 2: Skin Care Services 50 40
Unit 3: Manicure and Pedicure Services 50
Unit 4: Depilation Services 30
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 2|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

The unit-wise distribution of hours and marks for Class 12 is as follows:

CLASS 12
No. of Hours for Max. Marks for
Units Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills – IV 25
Unit 2: Self-management Skills – IV 25
Unit 3: Information and Communication 20
10
Technology Skills – IV
Unit 4: Entrepreneurial Skills – IV 25
Unit 5: Green Skills – IV 15
Total 110 10
Part B Vocational Skills
Unit 1: Make Up Services 70
Unit 2: Facial Beauty Services 50
Unit 3: Salon Reception Duties 35 40
Unit 4: Create a Positive Impression at 10
Workplace
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

3. TEACHING/TRAINING ACTIVITIES

The teaching and training activities have to be conducted in classroom, laboratory/ workshops
and field visits. Students should be taken to field visits for interaction with experts and to expose
them to the various tools, equipment, materials, procedures and operations in the workplace.
Special emphasis should be laid on the occupational safety, health and hygiene during the
training and field visits.

CLASSROOM ACTIVITIES

Classroom activities are an integral part of this course and interactive lecture sessions, followed
by discussions should be conducted by trained vocational teachers. Vocational teachers

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 3|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

should make effective use of a variety of instructional or teaching aids, such as audio-video
materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching
materials, etc. to transmit knowledge and impart training to the students.

PRACTICAL WORK IN LABORATORY/WORKSHOP

Practical work may include but not limited to hands-on-training, simulated training, role play,
case based studies, exercises, etc. Equipment and supplies should be provided to enhance
hands-on learning experience of students. Only trained personnel should teach specialized
techniques. A training plan that reflects tools, equipment, materials, skills and activities to be
performed by the students should be submitted by the vocational teacher to the Head of the
Institution.

FIELD VISITS/ EDUCATIONAL TOUR

In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least three field visits should be conducted
in a year.

4. ASSESSMENT AND CERTIFICATION

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which
are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify that
individuals have the knowledge and skills needed to perform a particular job and that the
learning programme undertaken has delivered education at a given standard. It should be
closely linked to certification so that the individual and the employer could come to know the
competencies acquired through the vocational subject or course. The assessment should be
reliable, valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of
students.

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal

assessment and second an external examination, including theory examination to be
conducted by the Board. The assessment tools shall contain components for testing the
knowledge and application of knowledge. The knowledge test can be objective paper based
test or short structured questions based on the content of the curriculum.

WRITTEN TEST

It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 4|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

subject experts comprising group of experts of academicians, experts from existing vocational
subject experts/teachers, subject experts from university/colleges or industry. The respective
Sector Skill Council should be consulted by the Central/State Board for preparing the panel of
experts for question paper setting and conducting the examinations.

The blue print for the question paper may be as follows:

Duration: 3 hrs Maximum Mark: 40

No. of Questions
Very Short Short Answer Long
Typology of Question Answer (2 Marks) Answer Marks
(1 mark) (3 Marks)
1. Remembering – (Knowledge based simple
recall questions, to know specific facts, terms,
3 2 2 13
concepts, principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to be
familiar with meaning and to understand
2 3 2 14
conceptually, interpret, compare, contrast,
explain, paraphrase, or interpret information)
3. Application – (Use abstract information in
concrete situation, to apply knowledge to
new situations: Use given content to interpret 0 2 1 07
a situation, private an example, or solve a
problem)
4. High Order Thinking Skills – (Analysis and
Synthesis – Classify, compare, contrast, or
differentiate between different pieces of
information; Organize and/ or integrate 0 2 0 04
unique pieces of information from a variety of
sources)

5. Evaluation – (Appraise, judge, and/or

justify the value or worth of a decision or
0 1 0 02
outcome, or to predict outcomes based
on values)
Total 5x1=5 10x2=20 5x3=15 40
(20
questions)

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards (NOSs)
given in the Qualification Pack for the Job Role to bring about necessary consistency in the
quality of assessment across different sectors and Institutions. The student has to demonstrate
competency against the performance criteria defined in the National Occupation Standards
and the assessment will indicate that they are 'competent', or are 'not yet competent'. The
assessors assessing the skills of the students should possess a current experience in the industry
and should have undergone an effective training in assessment principles and practices. The
Sector Skill Councils should ensure that the assessors are provided with the training on the
assessment of competencies.

Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 5|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

from the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce.

Project Work (individual or group project) is a great way to assess the practical skills on a certain
time period or timeline. Project work should be given on the basis of the capability of the
individual to perform the tasks or activities involved in the project. Projects should be discussed
in the class and the teacher should periodically monitor the progress of the project and provide
feedback for improvement and innovation. Field visits should be organised as part of the
project work. Field visits can be followed by a small-group work/project work. When the class
returns from the field visit, each group might be asked to use the information that they have
gathered to prepare presentations or reports of their observations. Project work should be
assessed on the basis of practical file or student portfolio.

Student Portfolio is a compilation of documents that supports the candidate’s claim of

competence. Documents may include reports, articles, photos of products prepared by
students in relation to the unit of competency.

Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject. Viva
voce should also be conducted to obtain feedback on the student’s experiences and learning
during the project work/field visits.

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

5. UNIT CONTENTS
CLASS 11

Part A: Employability Skills

S.No. Units Duration
(Hrs)
1. Communication Skills- III 25
2. Self-management Skills – III 25
3. Information and Communication Technology Skills – III 20
4. Entrepreneurial Skills – III 25
5. Green Skills – III 15
6. Total 110

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 6|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

UNIT 1: COMMUNICATION SKILL – III

Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 Hrs)
1. Demonstrate 1. Methods of 1. Writing pros and cons of
knowledge of Communication written, verbal and non-
various methods - Verbal verbal communication 05
of communication - Non-verbal 2. Listing do’s and don’ts for
- Visual avoiding common body
language mistakes

2. Identify specific 1. Communication 1. Observing and sharing

communication styles- Assertive, communication styles of 10
styles Aggressive, Passive- friends, teachers and
Aggressive, family members and
Submissive, etc. adapting the best
practices
2. Role plays on
communication styles.
3. Demonstrate basic 1. Writing skills to the 1. Demonstration and
writing skills following: practice of writing
 Sentence sentences and
 Phrase paragraphs on topics 10
 Kinds of Sentences related to the subject
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a
Paragraph
Total 25

UNIT 2: SELF-MANAGEMENT - III

Learning Outcome Theory Practical Duration
(10 hrs) (15 hrs) (25 Hrs)

1. Demonstrate 1. Describe the 1. Demonstration of

impressive importance of impressive appearance 10
appearance and dressing and groomed
grooming appropriately, looking personality
decent and positive 2. Demonstration of the
body language ability to self- explore
2. Describe the term
grooming
3. Prepare a personal
grooming checklist
4. Describe the
techniques of self-
exploration

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© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

2. Demonstrate team 1. Describe the 1. Group discussion on

work skills important factors that qualities of a good team 10
influence in team 2. Group discussion on
building strategies that are
2. Describe factors adopted for team
influencing team work building and team work

3. Apply time 1. Meaning and 1. Game on time

management importance of time management
strategies and management – 2. Checklist preparation
techniques setting and prioritizing 3. To-do-list preparation
goals, creating a
schedule, making lists 05
of tasks, balancing
work and leisure,
using different
optimization tools to
break large tasks into
smaller tasks.
Total 25

UNIT 3: INFORMATION and COMMUNICATION TECHNOLOGY - III

Theory Practical Duration
Learning Outcome
(08 hrs) (12 hrs) (20 Hrs)
1. Create a 1. Introduction to word 1. Demonstration and
document on processing. practice of the following: 10
word processor 2. Software packages  Listing the features of
for word processing. word processing
3. Opening and exiting  Listing the software
the word processor. packages for word
4. Creating a document processing
 Opening and exit the
word processor
 Creating a document
2. Edit, save and 1. Editing text 1. Demonstration and
print a document 2. Wrapping and practising the following:
in word processor aligning the text  Editing the text
3. Font size, type and  Word wrapping and 10
face. alignment
4. Header and Footer  Changing font type, size
5. Auto correct and face
6. Numbering and bullet  Inserting header and
7. Creating table footer
8. Find and replace  Removing header and
9. Page numbering. footer
10. Printing document. 2. Using autocorrect option
11. Saving a document in 3. Insert page numbers and
various formats. bullet

CURRICULUM: BEAUTY and WELLNESS –BEAUTY THERAPIST 8|Page

© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

4. Save and print a

document
Total 20

UNIT 4: ENTREPRENEURIAL SKILLS – III

Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 Hrs)
1. Describe the 1. Values in general and 1. Listing of
significance of entrepreneurial values entrepreneurial values
entrepreneurial 2. Entrepreneurial value by the students.
values and orientation with 2. Group work on
attitude respect to identification of 10
innovativeness, entrepreneurial values
independence, and their roles after
outstanding listing or reading 2-3
performance and stories of successful
respect for work entrepreneur
3. Exhibiting
entrepreneurial values
in Ice breaking,
rapport building,
group work and home
assignments
2. Demonstrate the 1. Attitudes in general 1. Preparing a list of
knowledge of and entrepreneurial factors that influence
attitudinal attitudes attitude in general and
changes 2. Using imagination/ entrepreneurial attitude
required to intuition 2. Demonstrating and
become an 3. Tendency to take identifying own
entrepreneur moderate risk entrepreneurial
4. Enjoying freedom of attitudes during the
expression and action following micro lab
5. Looking for economic activities like thematic 15
opportunities appreciation test
6. Believing that we can 3. Preparing a short write-
change the up on “who am I”
environment 4. Take up a product and
7. Analyzing situation and suggest how its features
planning action can be improved
8. Involving in activity 5. Group activity for
suggesting brand
names, names of
enterprises, etc.
Total 25

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© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

UNIT 5: GREEN SKILLS – III

Theory Practical Duration
Learning Outcome
(07 hrs) (08 hrs) (15 Hrs)
1. Describe 1. Main sectors of green 1. Preparing a poster
importance of economy- E-waste on any one of the
main sector of management, green sectors of green
08
green economy transportation, renewal economy
energy, green 2. Writing a two-
construction, water page essay on
management important
2. Policy initiatives for initiatives taken in
greening economy in India for promoting
India green economy
2. Describe the 1. Stakeholders in green 1. Preparing posters
major green economy on green
Sectors/Areas 2. Role of government and Sectors/Areas: 07
and the role of private agencies in cities, buildings,
various greening cities, buildings, tourism, industry,
stakeholder in tourism, industry, transport,
green economy transport, renewable renewable energy,
energy, waste waste
management, management,
agriculture, water, forests agriculture, water,
and fisheries forests and fisheries
Total 15

Part B: Vocational Skills

S.No. Units Duration
(Hrs)
1. Introduction to Beauty and Wellness Industry and Beauty Therapy 35
2. Skin Care Services 50
3. Manicure and Pedicure Services 50
4. Depilation Services 30
Total 165

UNIT 1: INTRODUCTION TO BEAUTY AND WELLNESS INDUSTRY AND BEAUTY

THERAPY
Learning Outcome Theory Practical Duration
(18 hrs) (17 hrs) (35 Hrs)
1. Identify various 1. Introduction to 1. Identification of 05
career beauty and wellness beauty and wellness
opportunities and industry sub-segments using
methods within the 2. Beauty and wellness illustrations and
beauty sector sub-segments videos
3. Career path within 2. Presentations on
the beauty industry case studies of
organizations
providing beauty and
wellness services

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UNIT 1: INTRODUCTION TO BEAUTY AND WELLNESS INDUSTRY AND BEAUTY

THERAPY
2. Identify different 1. Services in beauty 1. Collection of 15
services in beauty therapy pictures on different
therapy (i) Pedicure services used in
(ii) Manicure beauty therapy and
(iii) Threading preparation of
(iv) Waxing portfolio by the
(v) Bleach students
(vi) Face clean up 2. Group activities on
(vii) Make up various services in
(viii) Hair do beauty therapy
(ix) Mehendi
3. Prepare and 1. Preparation of work 1. Demonstration on 05
maintain work area area preparation and
2. Maintenance of maintenance of
record cards work area
3. Sterilisation and 2. Filling up client
disinfection record cards
4. Personal
3. Demonstration of
presentation and
preparing client for
behaviour
treatment
5. Safe disposal of
waste 4. Demonstration of
6. Storage of tools and sterilization and
equipment disinfection of tools
7. Compliance of rules and equipment
and norms at 5. Segregation and
workplace disposal of waste
6. Demonstration on
storage of products,
tools and equipment
safely and at proper
place
4. Maintain health 1. Hazards and risks at 1. Exercises on reading 10
and safety workplace – Fire, information on
chemical, electricity, labels of beauty
etc. products
2. Threats and risks 2. Identification of
various areas to be
associated with
cleaned, sanitised
posture, lifting and and disinfected for
carrying objects maintaining hygienic
3. Maintaining hygiene conditions.
at the Salon 3. Preparation of status
checklist for
cleaning and safety
of Beauty
Parlor/Salon
4. Demonstrations on
identification of
contraindications of
various beauty
treatments

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UNIT 1: INTRODUCTION TO BEAUTY AND WELLNESS INDUSTRY AND BEAUTY

THERAPY
4. Study of fire safety
and electrical safety
Acts
Total 35
UNIT 2: SKIN CARE SERVICES
Learning Outcome Theory Practical Duration
(30 hrs) (20 hrs) (50 Hrs)
1. Demonstrate the 1. Structure of the skin – 1. Reading sessions on 15
knowledge of epidermis, dermis, the terms used for
anatomy and subcutaneous layer, describing the
physiology of skin hair follicle, hair shaft, structure of skin
sebaceous gland, 2. Writing sessions on
arrector pili muscle, the terms used for
sweat gland, and describing the
sensory nerve endings structure of skin
2. Functions of the skin - 3. Group activities on
protection, understanding the
thermoregulation, structure and
hormone synthesis, functions of skin
excretion,
immunological
function, and sensory
function
2. Perform analysis 1. Characteristics of the 1. Showing videos 10
of skin and skin and skin types – oily, related to ageing
demonstrate dry, combination skin process of skin and
techniques of skin 2. Ageing process on skin. mask application
care 3. Types of skin masks and
their effects.
4. Procedure of mask
application.
5. Blackhead and
whitehead extraction.
6. Skin warming
techniques.
3. Demonstrate the 1. Actions of the facial 1. Showing videos on 10
knowledge of the 2. Actions of the neck demonstration of
actions of facial, 3. Actions of the shoulder movement of
neck and shoulder muscles of face,
4. Body movements
muscles
neck and shoulder

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UNIT 1: INTRODUCTION TO BEAUTY AND WELLNESS INDUSTRY AND BEAUTY

THERAPY
4. Perform bleaching 1. Types of bleach 1. Demonstration of 15
procedure 2. Importance of patch patch test
test and bleach 2. Analysis of skin
3. Resources required for sensitivity
bleaching 3. Demonstration of
4. Skin warming bleach preparation
procedure and application.
5. Different types of skin 4. Demonstration of
warming devices and toning and
its effect on the skin moisturising of skin
6. Bleach preparation
and application
7. Advantages and
disadvantages of
bleaching
Total 50

UNIT 3: MANICURE AND PEDICURE SERVICES

Learning Outcome Theory Practical Duration
(25 hrs) (25 hrs) (50 Hrs)
1. Demonstrate the 1. Human body systems 1. Demonstration on 10
knowledge of 2. Skeletal system identification of
anatomy of hands, 3. Bones of the arm and bones and muscles
nails and feet
leg of hand and feet in
4. Bones of hand and pictures
wrist 2. Practical exercises
5. Muscular system on the location of
6. Structure of the nail bones on hand and
7. Nail growth and foot
structure
2. Perform Manicure 1. Preparing the work 1. Demonstration on 20
services area identification of
2. Equipment and nail shape, nail
materials used for condition (texture,
Manicure disease, etc.)
3. Identification of nail 2. Demonstration on
conditions and contra- identification of
indications contra-indications
4. Manicure procedure that restrict
5. Applying nail polish Manicure services
3. Demonstration on
preparing client
for manicure and
pedicure services
4. Identification of
products and tools
suitable for
carrying out
manicure services

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UNIT 1: INTRODUCTION TO BEAUTY AND WELLNESS INDUSTRY AND BEAUTY

THERAPY
3. Perform Pedicure 1. Preparing the work 1. Practical exercises 20
services area on identification of
2. Equipment and nail shape and nail
materials used for condition (texture,
Pedicure disease, etc.)
3. Contraindications for 2. Identification of
Pedicure contra-indications
4. After care advice that restrict
Pedicure services.
3. Identification of
bones and muscles
of hand and feet
4. Demonstration on
preparation of
client for pedicure
services
5. Identification of
products and tools
suitable to carry out
the Pedicure
services
Total 50

UNIT 4: DEPILATION SERVICES

Learning Outcome Duration
Theory Practical
(30 Hrs)
(20 hrs) (10 hrs)

1. Perform waxing 1. Types of hair 1. Demonstration on 20

2. Structure of hair conducting skin
3. Growth cycle of hair test to check for
4. After care advice for reaction
waxing 2. Demonstration on
5. Guidelines for waste assessment of hair
disposal growth pattern
6. Guidelines for work 3. Demonstration on
area preparation pre- and post
7. Consulting, planning preparation of
and preparing for client for waxing
waxing with the Client 4. Demonstration of
8. Performing skin the process for
sensitivity test warming the wax
9. Contra-indications and 5. Performing waxing
contra-actions that process as per
affect or restrict waxing requirement
treatments

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UNIT 4: DEPILATION SERVICES

Learning Outcome Duration
Theory Practical
(30 Hrs)
(20 hrs) (10 hrs)

10. Equipment and

products required for
waxing

2. Demonstrate the 1. Benefits of threading 1. Demonstration of

knowledge and 2. Types of tools and threading process
skills of basic materials used for for upper lip hair 10
depilation services -
threading - e.g. removal
threading
scissors, disposable
eye brow brush etc.
materials: thread
3. Threading techniques
4. Aftercare procedures
for threading services

Total 30

CLASS 12

Part A: Employability Skills

S.No. Units Duration
(Hrs)
1. Communication Skills- IV 25
2. Self-management Skills – IV 25
3. Information and Communication Technology Skills - IV 20
4. Entrepreneurial Skills – IV 25
5. Green Skills – IV 15
Total 110

UNIT 1: COMMUNICATION SKILLS – IV

Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 hrs)
1. Describe the steps 1. Importance of 1. Demonstration of the
to active listening active listening at key aspects of 10
skills workplace becoming active
2. Steps to active listener
listening 2. Preparing posters of
steps for active listening
2. Demonstrate basic 2. Writing skills to the 1. Demonstration and
writing skills following: practice of writing
 Sentence sentences and
 Phrase 15

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 Kinds of Sentences paragraphs on topics

 Parts of Sentence related to the subject
 Parts of Speech
 Articles
 Construction of a
Paragraph
Total 25

UNIT 2: SELF-MANAGEMENT SKILLS – IV

Learning Outcome Theory Practical Duration
(10 hrs) (15 hrs) (25 Hrs)
1. Describe the 1. Finding and listing 1.Group discussion on
various factors motives (needs and identifying needs
influencing desires); and desire
self-motivation 2. Finding sources of 2. Discussion on sources
motivation and of motivation and
inspiration (music, books, inspiration 10
activities);expansive
thoughts; living fully in
the present moment;
dreaming big

2. Describe the 1. Describe the meaning of 1. Demonstrate the

basic personality knowledge of
personality 2. Describe how personality different personality
traits, types influence others types
and disorders 3. Describe basic
personality traits 15
4. Describe common
personality disorders-
paranoid, antisocial,
schizoid, borderline,
narcissistic, avoidant,
dependent and
obsessive
Total 25

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS - IV

Theory Practical Duration
Learning Outcome
(06 hrs) (14 hrs) (20 Hrs)
1. Perform 1. Introduction to 1. Demonstration and
tabulation using spreadsheet practice on the
spreadsheet application following:
application 2. Spreadsheet
applications

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3. Creating a new  Introduction to the

worksheet spreadsheet
4. Opening workbook application
and entering text  Listing the spreadsheet
5. Resizing fonts and applications
styles  Creating a new
6. Copying and moving worksheet
7. Filter and sorting  Opening the workbook 10
8. Formulas and and enter text
functions  Resizing fonts and styles
9. Password protection.  Copying and move the
10. Printing a cell data
spreadsheet.  Sorting and Filter the
11. Saving a spreadsheet data
in various formats.  Applying elementary
formulas and functions
 Protecting the
spreadsheet with
password
 Printing a spreadsheet
 Saving the spreadsheet
in various formats.
2. Prepare 1. Introduction to 1. Demonstration and
presentation presentation practice on the
using 2. Software packages following:
presentation for presentation  Listing the software
application 3. Creating a new packages for
presentation presentation
4. Adding a slide  Explaining the features
5. Deleting a slide of presentation
6. Entering and editing  Creating a new
text presentation
7. Formatting text  Adding a slide to 10
8. Inserting clipart and presentation.
images  Deleting a slide
9. Slide layout  Entering and edit text
10. Saving a presentation  Formatting text
11. Printing a  Inserting clipart and
presentation images
document.  Sliding layout
 Saving a presentation
 Printing a presentation
document
Total 20

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UNIT 4: ENTREPRENEURIAL SKILLS – IV

Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 Hrs)
1. Identify the 1. Barriers to becoming 1. Administering self- rating
general and entrepreneur questionnaire and score
entrepreneurial 2. Behavioural and responses on each of
behavioural entrepreneurial the competencies
competencies competencies – 2. Collect small story/
adaptability/ anecdote of prominent
decisiveness, successful entrepreneurs
initiative/perseverance, 3. Identify entrepreneurial
10
interpersonal skills, competencies reflected
organizational skills, stress in each story and
management, valuing connect it to the
service and diversity definition of behavioural
competencies
4. Preparation of
competencies profile of
students
2. Demonstrate 1. Entrepreneurial 1. Games and exercises on
the knowledge competencies in changing
of self- particular: self - entrepreneurial
assessment of confidence, initiative, behaviour and
behavioural seeing and acting on development of
competencies opportunities, concern competencies for
for quality, goal setting enhancing self-
and risk taking, problem confidence, problem 15
solving and creativity, solving, goal setting,
systematic planning and information seeking,
efficiency, information team building and
seeking, persistence, creativity
influencing and
negotiating, team
building
Total 25

UNIT 5: GREEN SKILLS – IV

Theory Practical Duration
Learning Outcome
(05 hrs) (10 hrs) (15 Hrs)
1. Identify the role 1. Role of green jobs in 1. Listing of green
and importance toxin-free homes, jobs and
of green jobs in 2. Green organic preparation of
different sectors gardening, public posters on green
transport and energy job profiles
conservation, 2. Prepare posters on
3. Green jobs in water green jobs.
conservation
4. Green jobs in solar and
wind power, waste
reduction, reuse and
recycling of wastes,
5. Green jobs in green
tourism
6. Green jobs in building
and construction 15

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7. Green jobs in
appropriate technology
8. Role of green jobs in
Improving energy and
raw materials use
9. Role of green jobs in
limiting greenhouse gas
emissions
10. Role of green jobs
minimizing waste and
pollution
11. Role of green jobs in
protecting and restoring
ecosystems
12. Role of green jobs in
support adaptation to
the effects of climate
change
Total 15
Part B–Vocational Skills
S.No. Units Duration
(Hrs)
1. Make Up Services 70
2. Facial Beauty Services 50
3. Salon Reception Duties 35
4. Create a Positive Impression at Workplace 10
Total 165

UNIT 1: MAKEUP SERVICES

Learning Outcome Theory Practical Duration
(40 hrs) (30 hrs) (70 Hrs)
1. Demonstrate the 1. Basic skin types 1. Identification of 10
knowledge of basic 2. Basic skin tone skin types
skin types and skin 2. Identification of
tones skin tones
2. Demonstrate the 1. Types of make-up 1. Identification of 15
knowledge of products: various products
various makeup a. Foundation used in the makeup
products b. Powder 2. Group discussion on
c. Blusher the advantages
d. Mascara and disadvantages
e. Eye shadows of various products
f. Eye liner used for makeup
g. Eyebrow pencil
h. Lip liner
i. Lip stick/gloss
3. Select and apply the 1. Application of 1. Demonstration of 15
right makeup foundation selection of
product to enhance 2. Application of products for
facial features concealer makeup
3. Application of face 2. Application of
powder/loose foundation,
powder concealer, face

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4. Application of powder, eye

blusher/shader/highli shadow, lip pencil,
ghter etc.
5. Application of eye
shadow
6. Application of
eyeliner
7. Application of lip
pencil
8. Application of lipstick
4. Demonstration of the 1. Primary, Secondary 05
knowledge of colour and Tertiary Colours
wheel 2. Terms associated with
colours, like Hue, Tint,
Tone and Shade
3. Complimentary
colours
4. Similar colours, warm
and cool colours
5. Significance of colour
wheel and
determination of
undertone
5. Select appropriate 1. Various styles of Bindi – 05
Bindi designs a. Snake style
b. Letter style
c. Question mark
style
d. Designer Bindi
e. Tribal style
f. Flower style
g. Party wear Bindi
design
h. Half-moon style
i. Sun style
6.Demonstrate various 1. Various styles of 1. Demonstration of 10
Draping techniques draping Sarees Draping Saree in
2. Draping a Lehenga Nivi style or air
Dupatta hostess style
2. Demonstration of
Draping Lehanga
Duppatta in V pallu
style

7. Demonstrate Makeup 1. Makeup removal using 1.Demonstration of 10

removal methods wipes, toner, micellar removal of makeup
water, cold cream, using toner, cold
cleansing oil, etc. cream and
cleansing oil

Total 70

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UNIT 2: FACIAL BEAUTY SERVICES

Learning Outcome Theory Practical Duration
(25 hrs) (25 hrs) (50Hrs)
1. Perform facial 2. Benefits of steaming 1. Demonstration of 25
steaming 3. Procedure of steaming facial steaming
4. Facial Massage
2. Perform Electric 1. Benefits of using right kind 1. Perform cleansing 25
Facial Skin of electric Brush with electric brush
Treatment 2. Procedure of using 2. Perform Galvanic
electric brush electro facial skin
3. Galvanic electro facial treatment
skin treatment 3. Perform skin
4. Basics of Lymphatic treatment using
drainage facial machine Lymphatic facial
5. Ultrasonic exfoliation machine

Total 50

UNIT 3: SALON RECEPTION DUTIES

Learning Theory Practical Duration
Outcome (25 Hrs) (35 Hrs) (35 Hrs)
1.Perform salon 1. Appointment booking 1. Demonstration of 05
reception duties 2. Scheduling appointments scheduling
appointment
3. Handling clients
2.Maintain 1. Front Desk management 1. Demonstration of 15
Reception area 2. Store area management techniques of
3. Waiting area reception area
management management
4.Retail area management
3.Process 1. Procedure associated with 1. Demonstration of 15
Payments payment processing process of debit
card transaction
Total 35

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UNIT 4: CREATE A POSITIVE IMPRESSION AT WORKPLACE

Learning Outcome Theory Practical Duration
(25 Hrs) (35 Hrs) (10 Hrs)
1. Demonstrate the 1. Reception area 1. Games for
knowledge of and salon staff room developing
creating positive management leadership qualities
impression at work 2. Creation of a caring and effective
place
and comforting communication skills 05
environment 2. Activities on working
3. Effective as a team member
consultation 3. Demonstration and
techniques to games on effective
identify treatment communication
objectives
4. Effective
communication
techniques for
dealing with clients,
especially on
telephone
5. Code of conduct
and professional
etiquettes
6. Working as an
effective team
member
2. Demonstrate 1. Personal hygiene a. Demonstration of
professional 2. Uniform and work procedures and 05
etiquettes and accessories – practices for
personal grooming Personal Protective maintaining personal
Equipment hygiene, use of
3. Maintaining good personal protective
health and posture equipment and
4. Professional maintaining good
etiquettes health and posture
using videos and
presentations.
Total 10

6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace.

Visit a salon and observe the following: Location, Facial Room, Ambience, Manicure/Pedicure
Room, Work Area, Hygienic conditions, etc. During the visit, students should obtain the
following information from the owner or the supervisor of the salon:

1. Area under salon and its layout

2. Types of equipment and material used
3. Location, environment, convenience

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4. Sale procedure
5. Accounts maintenance
6. Manpower engaged
7. Total expenditure of salon
8. Total annual income
9. Profit/Loss (Annual)
10. Any other information

7. LIST OF EQUIPMENT AND MATERIALS

The list given below is suggestive and an exhaustive list should be prepared by the vocational
teacher. Only basic tools, equipment and accessories should be procured by the Institution so
that the routine tasks can be performed by the students regularly for practice and acquiring
adequate practical experience.

1. All in one Eyelash Brush/Comb 29. Foot spa

2. All Propose Comb 30. Frosting Cap
3. Applicator Brush 31. Galvanic Machine
4. Arm Chair 32. Garbage Bin/Bags
5. Barber Brush 33. Hair Brush
6. Bath Comb 34. Hair Clips set
7. Blackhead Remover 35. Hair Connector
8. Bleach Brush 36. Hair Cutting Comb
9. Body Massage Bed 37. Hair Dresses Chair/ Stool
10. Bowles 38. Hair Dryer
11. Brushing Machine 10 in 1 (Vacuum. 39. Hair Pins Boxes
High Frequency, galvanic, wood 40. Hair Steamer
lamp, magnifying glass, steamer) 41. Hand Mirrors
12. Complete Make Up Brushes Set 42. High Chair
13. Computer with Internet 43. Hydraulic Chair 5
14. Crimpers 44. Infrared Lamp
15. Curling Iron 45. Invisible Pins Boxes
16. Curling Rods(Small, Medium, Large) 46. Jumbo Rollers set
17. Cuticle knife, Buffers, Pedicure rasp 47. Ladies/kids Cut Catalogues
(hard skin removal), Nail scissors, 48. Large Size Rollers
Clippers , Hard skin remover, nipper 49. Large Stools
(for pedicure), 50. Large Tooth Comb
18. Cutting Scissors 51. Magazines/Books with rack
19. Cutting Sheets 52. Magnifying Glass
20. Decorative Pins Boxes 53. Make up Catalogues
21. Double Wax heater 54. Make up Palate
22. Dustbin 55. Manicure Set
23. Electric Curler 56. Manicure Table
24. Exfoliation machine 57. Markers Set As required
25. Eyebrow Pencil Sharpener 58. Measuring Cup sets
26. Facial Bed 59. Measuring Glass sets
27. Facial Steamer 60. Measuring Spoon sets
28. Foot Scraper 61. Medium Size Rollers

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62. Mixing Bowles set 78. Small Stools

63. Modular Mirrors 79. Spatula
64. Mop 80. Spray Bottle
65. Needle for Striking 81. Sterilizer
66. Paraffin Heater 82. Stone Therapy set
67. Pedicure Set 83. Straightening Iron
68. Perming Cap 84. Tail Comb
69. Pin Curl Clips Boxes 85. Thinning Scissors
70. Razor with blade 86. Timer
71. Roller Brush set 5 in 1 87. Tinting Brush with Comb
72. Roller pins 88. Tweezer
73. Shampoo Bowl Set 89. White Board
74. Shampoo Unit 90. Wide Toothed Comb
75. Shower Cap 91. Working and facial Trolleys
76. Small Scissors
77. Small Size Hair Rollers Wires

8. VOCATIONAL TEACHER’S/ TRAINER’S

QUALIFICATION AND GUIDELINES
Qualification and other requirements for appointment of vocational teachers/ trainers on
contractual basis should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:

S.No. Qualification Minimum Age Limit

Competencies
1. Diploma in Cosmetology/  Effective 18-37 years (as on Jan. 01
Beauty Therapy/ communication (year))
Beauty Culture from a skills (oral and
recognized Institution
written) Age relaxation to be
Minimum 1 year working  Basic computing provided as per Govt.
experience in the profession skills rules

Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as

an integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in
teaching of vocational subjects and also serve as a link between the industry and the schools
for arranging industry visits, On-the-Job Training (OJT) and placement.

These guidelines have been prepared with an aim to help and guide the States in engaging
quality Vocational Teachers/Trainers in the schools. Various parameters that need to be looked
into while engaging the Vocational Teachers/Trainers are mode and procedure of selection

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of Vocational Teachers/Trainers, Educational Qualifications, Industry Experience, and

Certification/Accreditation.

The State may engage Vocational Teachers/Trainers in schools approved under the
component of Vocationalisation of Secondary and Higher Secondary Education under RMSA
in the following ways:

(i) directly as per the prescribed qualifications and industry experience suggested by the
PSS Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector
Skill Council(SSC)

OR

(ii) through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee
on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through the
Vocational Training Provider (VTP), it should ensure that VTP should have been
accredited at NQAF Level 2 or higher.

* The National Quality Assurance Framework (NQAF) provides the

benchmarks or quality criteria which the different organisations involved
in education and training must meet in order to be accredited by
competent bodies to provide government-funded education and
training/skills activities. This is applicable to all organizations offering
NSQF-compliant qualifications.

The educational qualifications required for being a Vocational Teacher/Trainer for a particular
job role are clearly mentioned in the curriculum for the particular NSQF compliant job role. The
State should ensure that teachers / trainers deployed in the schools have relevant technical
competencies for the NSQF qualification being delivered. The Vocational Teachers/Trainers
preferably should be certified by the concerned Sector Skill Council for the particular
Qualification Pack/Job role which he will be teaching. Copies of relevant certificates and/or
record of experience of the teacher/trainer in the industry should be kept as record.

To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The selection
procedure should consist of the following:

(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above
procedure by a committee having representatives of both the State Government and the VTP.

The State should ensure that the Vocational Teachers/ Trainers who are recruited should
undergo induction training of 20 days for understanding the scheme, NSQF framework and
Vocational Pedagogy before being deployed in the schools.

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The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector and
understand the latest trends and policy reforms in vocational education.

The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the Vocational Teachers/Trainers:

(i) Prepare session plans and deliver sessions which have a clear and relevant purpose and
which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;
(v) Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and
other workplaces;
(vi) Identify the weaknesses of students and assist them in upgradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) Provide placement assistance

Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them
aware of their performance and for suggesting corrective actions. The States/UTs should ensure
that the performance of the Vocational Teachers/Trainers is appraised annually. Performance
based appraisal in relation to certain pre-established criteria and objectives should be done
periodically to ensure the quality of the Vocational Teachers/Trainers. Following parameters
may be considered during the appraisal process:

1. Participation in guidance and counselling activities conducted at Institutional, District

and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous upgradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and International
level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.

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9. LIST OF CONTRIBUTORS

Ms Pratibha Dusaj
Head-Standards & QA
Beauty and Wellness Sector Skill Council,
247-248, 1st Floor, DLF Court Mall Saket,
New Delhi

Mrs Sohini Guha

Manager-Standards & QA
Beauty and Wellness Sector Skill Council,
247-248, 1st Floor, DLF Court Mall Saket,
New Delhi

Vinay Swarup Mehrotra

Professor
Department of Agriculture and Animal Husbandry (DAAH) and
Head, Curriculum Development and Evaluation Centre (CDEC)
PSS Central Institute of Vocational Education (PSSCIVE), NCERT,
Shyamla Hills,
Bhopal – 462 013, M.P., India
Email: [email protected]

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PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 013, M.P., India

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